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CHURCH AND COMMUNITY RECREATION 


THE MACMILLAN COMPANY 
NEW YORK + BOSTON + CHICAGO - DALLAS 
ATLANTA * SAN FRANCISCO 


MACMILLAN & CO., Lutep 
LONDON + BOMBAY + CALCUTTA 
MELBOURNE 


THE MACMILLAN CO. OF CANADA, Lm, 
TORONTO 


CHURCH AND COM 





RECREATION 


BY / 
ALBERT BEN WEGENER 


LECTURER AND DIRECTOR OF RECREATION, 
DREW THEOLOGICAL SEMINARY 


Pew Dork 
THE MACMILLAN COMPANY 
1924 


All rights reserved 


CopyricHT, 1924, 
Br THE MACMILLAN COMPANY. 





Set up and printed. 
Published September, 1924, 


Printed in the United States of America. 


CONTENTS 


PAGE 

PrP UNING: WORD) aS ey con ea mmeem cn aed) Va a 
ieee MODERN? PLAY WEVIVAT ioe Weltee os kL 
DieCGAYP AND: KELIGIOUS: PRAGTIONS (0s. ce vice 
III. Tue Nature anp Vauvur or ReEcREATION . 28 


/ IV. Worxine Prinoretzs. Surrine Pray To 


PAGEANT ORNS eA eiruse gia a> va Vetehe Mera os MA fi 

V. QuatiricaTions oF Puay Leapers .... 7% 

_ VI. Recrmationan Management ...... TT 
Pee CUVBOO KWECERATION, : > 4). /. . sBene de aoe 

/ VIII. Recreation Arrarrs. Essentiats . .. . 127 
ERP MIOMMUNITY KREOREATION . «510 «0's lee 94 

SMI UEAT UROREATION |... sc \v« «isc a's oh OO 


RISERS CoCo rte ee 0, eer ee eA ES 


THE OPENING WORD 


Tue only good reason for writing a technical book is 
co supply a need. Since the play and recreational move- 
ments have now demonstrated their worth sufficiently to 
convince the churches that they can and should be ap- 
plied to their own program of character building, the 
churches are calling for information as to how this can 
be done. The purpose of this book is to tell them how. It 
is the result of much thought and experience. 

For thirty-five years the author has been an active 
director and writer on the subject in college, Y. M. C. 
A.s, and theological seminary. For the last nine years 
he has taught and lectured at one of the leading theo- 
logical seminaries,—in fact, he is the only man giving 
his entire time to the subject in any such seminary. 

The recreation director of a church, whether he be an 
employed officer or a committeeman, will find here the 
principles, plans, and methods for conducting his work 
described and explained. Pastors also will find here 
rich material for addresses on the value of recreation for 
church work. Laymen, for the most part, are still prej- 
udiced on this subject of church recreation and espe- 
cially need information. Few of them realize how 
closely play has been associated with religious practices, 
not only in primitive but also in civilized states. 

The directions on how to conduct various recreational 
features have been reduced to the essentials. Verbiage 
is out of place here. The reader desires the facts in the 
fewest words. References are given to other books on 
each subject, so that anyone desiring more extensive in- 
formation may know where to find it. 

Although this book was written primarily for church 
workers, anyone who directs the recreational affairs of 
any group will find it equally valuable. 

(7) 





CHURCH AND COMMUNITY RECREATION 


a Y t “f i » "9 “ ad 
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4 i oe ae Rs 7 i * ' 





QCHAPTER I 
Tur Mopern Pray Revivan 


Tue rise and growth of modern physical education, 
play, and recreation must be reckoned as one of the great 
achievements of the last half century. 

It would be interesting to know how large a contribu- 
tion these movements have made to modern civilization, 
but that can be only conjectured. It is more important 
to recognize their value and learn how to use them to 
make life more worth while. The two greatest ages of 
the world,—the ancient Grecian and the modern Euro- 
pean-American,—have been the periods when physical 
recreation has been most approved and practiced. 

Up to a generation ago the Christian church largely 
opposed competitive athletics and organized play, 
although it now most heartily approves them. During 
the Middle Ages a pale face was a distinctive mark of 
piety. Even as late as the eighteenth century a famous 
educator and philanthropist, Francke of Halle, said: 
“Play must be forbidden in all its forms. Children 
must be instructed as to the wastefulness and folly of 
play, that it distracts their minds from God and will 
work nothing but harm to their spiritual lives,’’4 

The early church fathers condemned the pleasures 


1See, also, “The Discipline” of the Methodist Episcopal Church, 

1784, Baltimore. Presided over by Thos. Cole and Francis Asbury. 

Sec. 30, p. 34--Rules for Cokesbury College students on recreation: 

“We prohibit play in the strongest terms, and in this we have the 

two greatest writers on the subject that perhaps any age has pro- 
11 


12 Church ind Community Recreation 


derived from music, games, and play. St. Augustine 
attributed many of the sins of his childhood to an un- 
worthy love of play and fairy tales. The stern Puritans 
rightly opposed the excesses that characterized much of 
the pleasure seeking of their day. The extremes to which 
they carried their distaste for pleasure left succeeding 
church generations prejudiced against certain other kinds 
of recreation that have been discovered since to be of 
untold value in the training of character. 

No extensive study is required to perceive that the 
modern emphasis upon the value of play did not origi- 
nate with the Christian church. Nevertheless credit must 
be given to her for wisdom in accepting the movement 
now that its value has been definitely shown. 

The ancient Greeks knew the value of play. Their 
education consisted of three parts: Letters, music, and 


duced (Mr. Locke and Mr. Rousseau) of our sentiments; for though 
the latter was essentially mistaken in his religious system yet his 
wisdom in other respects and extensive genius are indisputably 
acknowledged. The employments, therefore, which we have chosen 
for recreation of the students are such as are of the greatest public 
utility in agriculture and architecture, studies more especially neces- 
sary for a new settled country. 

“Forms of recreation: The recreation shall be gardening, walk- 
ing, riding, and bathing outdoors, and carpenter’s, joiner’s, and 
cabinet maker’s or turner’s business within doors. 

“At least three acres shall be appropriated for a garden and a 
person skilled in gardening be appointed to overlook the students 
when employed in that recreation. 

“A convenient bath shall be made for bathing. A master or some 
proper person appointed by him shall be always present at the time 
of bathing. Only one shall bathe at a time and no one shall remain 
in the water above a minute. No student shall be allowed to bathe 
in the river. A taberna lignaria shall be provided on the premises 
with all proper instruments and materials and a skillful person be 
employed to overlook the students at their recreation. 

“The students shall indulge in nothing that the world calls play. 
Let this rule be observed with the greatest nicety, for those who 
play when they are young will play when they are old.” 


The Modern Play Revival 13 


play, with the emphasis on play. Plato said: “Our 
children must take part in all forms of play to become 
well-conducted and virtuous citizens. The play of chil- 
dren has the mightiest influence on the maintenance of 
law.” The Romans stressed the military value of ath- 
letics. They thought little of free play, games, and com- 
petitive sports. Quintilian favored moderate play, since 
“in play the moral dispositions show themselves more 
plainly.” 

From the beginning, the Christian church was, for the 
most part, indifferent, if not opposed, to popular com- 
petitive sports; perhaps because they were practiced by 
the pagans. We shall consider the reason later at greater 
length. After the revival of Greek and Roman learning 
in the universities newly established by the church in the 
fourteenth century, advocates of physical education and 
recreation arose both within and without the church. 

Rabelais was one of the first to oppose the scheme of 
sedentary education in the sixteenth century. He wrote 
a scathing satire on the education of the day in which, 
after the pattern of the ancient Greeks, athletics and 
sports play a large part in the education of his hero. 
He was an atheist, however, and the church persecuted 
him and silenced his useful message. Nevertheless, Vit- 
torino von Feltre of Mantua, in the fifteenth century, ac- 
tually had some of these heretical notions put into practice 
in his school, making provision for riding, fencing, run- 
ning, Jumping, archery, and ball games. Richard Mul- 
caster of England (1561) made Greek physical training 
for a period of twenty years a part of the curriculum of 
his school. The example of these two men was followed 
by no one else, in spite of the approval in theory of the 
leading ‘educators of the time, for at least a hundred 
years. ) 


14 Church and Community Recreation 


The leaders of the Reformation approved of play. 
Luther favored useful diversions. Erasmus believed that 
“Moderate play quickens the wit. The Greeks called the 
school, ‘Recreation,’ and the Romans, ‘Play,’ but to-day 
nothing has less to do with recreation and play than the 
school.” The great philosopher, Locke (1693) said: 
‘‘A sound mind in a sound body is a short but full de- 
scription of a happy state. All play and diversion of 
children should be directed toward good and useful 
habits.”” Locke had a marked influence upon other edu- 
cators, the most notable of whom was Rousseau (1763), 
who wrote: ‘The body must be vigorous to obey the 
soul. A feeble body weakens the mind.” Rousseau de- 
fends play very strongly also in his book, “Emile,” and in 
turn greatly influenced Basedow, Pestalozzi, and Froebel. 

Basedow (1774) introduced physical training into his 
school and was the first to employ a physical director, 
Guthsmuth by name. After careful study of ancient and 
contemporary sources he laid the foundations of modern 
school physical training. 

Froebel and Pestalozzi gave play a major place in 
their schemes of education. Froebel’s “kindergarten” 
is education through play. He spoke of play as “the 
most spiritual activity of childhood.” 

Niemeyer recommends play as “a means of bodily, 
intellectual, esthetic, and moral education.” Jean Rich- 
ter calls play “the first poetry of the human soul, the 
expression of serious activities clothed in lightest wings.”’ 
Schiller says that “man is man only when he plays.” 
Lombroso declared that “play is for the child an occupa- 
tion as serious and important as work is for the adult.” 

Modern educators find play the very essence of life. 
Dr. Myerson is convinced that “Play is more than exer- 
cise; it is contact with the realities.” Dr. Hutchinson 


The Modern Play Revival 15 


holds that “by play ye are saved. Anyone who is not 
frequently seen playing in public should be regarded with 
suspicion.” Dr. Richard Cabot stands back of these senti- 
ments: ‘‘The chief essentials of life are work, play, love, 
and worship.” 


Dr. Luther H. Gulick: ‘Play is diversion for the adult.— 


but it is life itself for the child. It is the child world. 
Tt is not idleness, it is the busiest of worlds. Play is 
self-activity, which is an end in itself. It is life, not 
merely the preparation for life. Play has a greater shap- 
ing influence over the character and nature of man than 
any other activity. True play is of the spirit; it is the 
spontaneous expression of inner desires. Moreover, sports 
express the ideals of a people. Their morals rise no 
higher than their play.” 

A recent writer, M. Ashby Jones, defines play as “‘the 
spontaneous expression of life, a kind of activity which 
has no sense of ‘ought’ to make it go, no obligation to 
make it sing, no coercion to make it think.” It is a 
surplusage of life which overflows through hands, feet, 
or tongue, conscious of its strength and eager to give it 
vent. At such times, we feel that we have got to run 
though we do not care to go anywhere, to sing though 
there is no audience, to do battle when there is no anger 
in us and no enemy about. While these spells last, we 
feel brimful of life. This is what we mean by the state- 
ment that the play spirit is the very essence of life. The 
full and free expression. 

Strong words of praise are these from men of standing 
in behalf of an instinct of human nature that has in the 
past been often too lightly esteemed by the average citizen. 
If these things are true, we are led to the conclusion that it 
is not merely unwise but positively sinful to suppress or 


\ 


16 Church and Community Recreation 


neglect the play spirit, not alone of the young but of 
adults as well. 

Before presenting the many proofs that this attitude is 
a sound one, according to modern scientific research, let 
us deal first with a question that must be faced by all 
churchmen: If play is so important, why does the Bible 
say scarcely anything about it. Why has the church in 
the past been so indifferent. to it ? 

In the Old Testament there is no mention of anything 
that corresponds to modern athletic sports and only a few 
casual references to play. Abimelech discovers Isaac 
playing (sporting) with Rebeckah (Gen. 26:8); the 
children of Israel at Sinai feasted and then ‘‘rose up to 
play” (mock), (Ex. 32:6); Samson played (entertained ) 
before the Philistines (Judges 16: 25,27); the dancing 
women sang to each other in their play (derision), 
(1 Sam. 18:6); a battle once started under the pretext 
of play, (2 Sam. 2:14); Job (40:20) speaks of beasts 
playing; Job (41:5) and the Psalmist (104: 26) refer 
to the play of the leviathan; Isaiah (11:8) prophesies of 
“the child that shall play on the hole of the asp”; Zech- 
ariah (8:5) foretells of the time coming when children will 
play in the streets of the city. Dancing is mentioned with 
approval as a part of worship. (Eccl. 3:4) “There is 
a time to dance”; (Ps. 149:3; 150:4) “Let them praise 
him in the dance.” It must be remembered, however, 
that the dancing in this connection was merely individual 
swaying and stepping similar to our rhythmic gymnastics. 

Although the Bible does not mention sports, the Macca- 
bees refer to them, but not with approval. It appears that 
Greek sports were introduced into Jerusalem in 170 
B. C., the Hebrew historian says of them: “A gymnasium 
was built, according to the custom of the heathen, close 
to the temple, where men and boys engaged in wrestling, 


The Modern Play Reval 1¥ 


boxing, archery, swimming, and other exercises, and such 
was the height of Greek fashion and increase of heathen 
manners that the (Hebrew) priests had no courage to 
serve any more at the altar but hastened to partake of 
the unlawful allowance in the place of exercise.” 

The disapproval of this Greek custom by the Hebrews 
was based on the fact that athletics were a part of the 
Grecian religion and that these exercises were done while 
nude, a practice which was forbidden in the Hebrew law. 
The Hebrews did not disapprove, however, of certain kinds 
of free play and exercise. Jerome (fourth century) tells 
of Hebrew boys handling heavy stones to train their 
muscles. Archery is referred to in the Mishna. Danc- 
ing and swimming were permitted except on the Sabbath 
and on festal days, but hunting was forbidden because 
Esau had been a hunter. From the sixth century A. D. 
strict Rabbinism continued to regard amusements much 
as the Puritans did, from a severely censorious point of 
view. 

It is well known that the attitude of the early and 
medieval Christians toward the natural and physical was 
an unfriendly one. ‘They misinterpreted the spirit of 
Jesus by taking too literally certain New Testament 
utterances, such as “‘It is the spirit that quickeneth, the 
flesh profiteth nothing,” (Jn. 6:63), or “If any man 
cometh unto me and hateth not . . . his own life also, he 
cannot be my disciple” (Lk. 14:26). On the other hand, 
they failed to understand what is implied in his saying, 
“T have come that they may have life and have it more 
abundantly.” 

The gospels contain no record that Jesus said anything 
about play, either in favor of or against it. (His only 
reference to play was in a rebuke to the Pharisees: “Ye 
are like children playing in the market place, saying: ‘We 


18 Church and Commumity Recreation 


have piped unto you and ye have not danced.’”) He may 
or may not have spoken of it, since the reporters limited 
themselves in their recording to a few things that im- 
pressed them most (Jn. 20:31 and 21:25). 

Paul, believing as he did, that the world was soon to 
come to an end, seems also to have minimized matters of 
physical training. He writes: “Our citizenship is in 
heaven, from whence we await Jesus Christ, who will 
fashion anew the body of our humiliation,” (Phil. 3: 20, 
21); “I know that in me, that is, in my flesh, dwelleth no 
good thing,” (Rom. 7:18); ‘“‘They that are in the flesh 
cannot please God,” (Rom. 8:8); “Present your body, — 
a living sacrifice,” (Rom. 12:1); “I buffet my body and 
keep it in bondage,” (1 Cor. 9:27); “We are of the 
circumcision who have no confidence in the flesh” 
(Phil. 3:3). 

Some may object that it is wrong to infer from such 
passages that Paul did not approve of physical training, 
since they may mean that things physical cannot be com- 
pared with things spiritual, and that “flesh” means 
“indulgences.’”’ Evidently the early church gained impres- 
sions from these passages that caused them to neglect 
bodily culture in spite of the numerous other references 
in Paul’s writings that show a high regard for the body: 
“Present, your members as instruments of righteousness” 
(Rom. 6:13); “The body . . . is for the Lord” (1 Cor. 
6:13); “Your bodies are members of Christ” (1 Cor. 5: 
15); “Your body is the temple of the Holy Spirit’ 
(1 Cor. 6:19); “Glorify God, therefore, in your body” 
(1 Cor. 6:20); “No man ever hated his own flesh, but 
nourisheth and cherisheth it”? (Eph. 5:29) ; “Christ shall 
be magnified in my body” (Phil. 1:20); “The body is 
Christ’s” (Col. 2:17); “May your spirit and soul and 


The Modern Play Revival 19 


body be preserved entire without blame at the coming of 
the Lord” (1 Th. 5:23). 

Whatever may rightly be inferred from these appar- 
ently contradictory passages as to the attitude of Jesus 
and his followers toward things physical and material, 
there is no doubt that athletic competition, which meant 
so much to the Greeks, and spectacularism, that was so 
prominent among the Romans, were not in favor with 
either the Jews or the Christians. These features were 
a prominent and an integral part of the Greek and Roman 
religions, and both Jews and Christians saw and con- 
demned the excesses to which they led. 

The early Greek ideal of a strong mind in a strong 
body controlled by a fair spirit had, long before the Chris- 
tian era, given way to the mere physical supremacy and 
brutality of the arena. The rewards won by the victors 
were so great that, even in the Golden Age of Greece, 
before the close of the fifth century B. C., the great games 
had become hopelessly degraded. Where none but the 
aristocracy had been allowed to compete in the national 
games, they were now thrown open to everybody. This 
proved to be their doom. Men of low ideals entered who 
hired professional trainers. Contestants spent all of their 
time in physical training for the big events without the 
least thought of the development of the mind and the 
spirit. Men of high ideals would not compete on these 
terms, and so the winners of athletic championships were, 
in modern parlance, rough necks. Thus, when physical 
prowess became supreme, it not only destroyed worthy 
athletics, but contributed to the decline of Greek 
civilization. 

We are accustomed to suppose that the prize for the 
winner in the great national meets was merely a laurel 
wreath. Other honors and favors given him, however, 


20 Church and Commumty Recreation 


were the real prizes for which he strove. In some places 
the returned victor was greeted with public rejoicing. 
Sometimes a breach was made in the city wall for him 
to enter like a conquering soldier. He was escorted to 
the chief temples, where he offered thanksgiving and paid 
his vows to the gods and deceased heroes to whom he 
attributed his victory. Songs, composed expressly for the 
occasion by the leading poets of the land, were sung by 
great choirs at the temples and at the victor’s home. His 
exploits were recorded on pillars of stone, and his statue 
was set up in some public place, or even in a sanctuary. 
He received great sums of money for starring in lesser 
meets about the country. Some victors in the games were 
even worshiped as gods. 

Small wonder then that greed and a desire to satisfy 
the growing taste of the public for excitement led to brutal- 
ity. Gladiatorial contests were first introduced from a 
not altogether unpardonable motive. In recoil from the 
cold-blooded execution of those condemned to death, the 
Greeks decided to allow them to fight a duel with liberty 
as the prize for the victor in each case. ‘These blood- 
thirsty displays, nevertheless, hastened the decline of 
Greek society. When militaristic Rome came into power 
she copied the faults rather than the merits in Greek 
practice and went to even greater excesses. Every 
emperor, general, or rich man who sought the favor of 
the populace provided greater and still greater aPC 
and more brutal combats. 

No wonder Christian spiritual idealism aan these 
demoralizing assemblies. When the Christians themselves 
became the victims of the arena, the die was cast against 
all public spectacles, amusements and athletics. The 
church of our day is just beginning to free herself from 
her long bondage to this indiscriminate condemnation. 


The Modern Play Revival 21 


While we cannot blame her for the course she took, we 
cannot overlook the fact that as a result an important 
means for mental and moral improvement was ignored 
for almost two milleniums. Had Christianity arisen in 
Greece during her Golden Age she would then have had, 
from the beginning, a sane physical philosophy. The 
Christian church has now begun to recognize the value of 
the old Grecian ideal, the God-made interdependence of 
the body, mind, and spirit, an inseparable trinity. The 
Christian church has always acted hospitably toward 
intellectual and esthetic culture; in fact, they owe their 
preservation to her during the Dark Ages. So in our day 
she is taking over the best in physical philosophy and 
becoming the beneficiary of the sciences of which our 
present subject is a part. It is significant that by far 
the greatest physical training and recreation forces of 
our day are the Young Men’s and Young Women’s Chris- 
tian Associations, both of them branches of the church. 
The official church is now also awake to the value of 
wholesome recreation to a religious life. The church as 
a whole is learning that God incarnated really worth- 
while meaning in the physical universe, which he created 
for men of flesh and blood, where common everyday 
physical acts would have eternal consequences. If we 
could be “saved” without paying any attention to this 
physical life it is hard to see why our intellectual and 
spiritual life should be so completely enmeshed in it. 
We do not mean that the organized church has been 
opposed to all forms of physical recreation. Its op- 
position seems to have been chiefly against the display 
of physical prowess, boisterousness and brutality. Walk- 
ing, swimming, fishing, hunting, horseback riding, coast- 
ing, simple, informal games have never been in disfavor, 
and at times public athletic sports and games have been 


22 Church and Commumty Recreation 


allowed. As for forms of cultural recreation, the church 
has been opposed to secular plays and the stage, but has 
not only permitted but fostered religious dramatics, pag- 
eantry, wholesome reading, story-telling, and music. In 
social recreation it has objected to the social dance on 
account of its apparent evils, but it has favored parties, 
picnics, and banquets. It has never been opposed to that 
ereat class of manual recreations, which includes the arts 
and crafts. 

Thus, no general indictment can be drawn against the 
church of opposition to all recreation. Nor should she be 
too severely criticized for not having sanctioned certain 
forms until their worth was more clearly established. In 
the future, however, any church will deserve criticism 
that fails to preach, teach, and provide play and recrea- 
tion as a part of its program of character development. It 
is the purpose of this book to show how this may be done. 


CHAP REROUT 
Puay anp Reticious PRAcTICES 


Ir is interesting to note that among some peoples in the 
past, play features, and in some cases organized athletics, 
have formed part of their religious practices. 

The ancient Egyptians were lovers of sport and play. 
Many of our playthings are as old as Egypt. Wrestling 
was their national sport. Wrestling and certain games 
were part of the ritual used by the very early Egyptians 
in honor of certain gods. It is not unlikely that the 
copying of this practice by the ancient Greeks accounts 
for the Homeric legends that deal with the prowess of 
the gods and the honors done them in the display of 
prowess by devotees. 

No other nation, ancient or modern, has had such an 
exalted regard for bodily culture and athletic competi- 
tion as had the ancient Greeks. These held the first 
place in public esteem. The original Olympic games 
were the hub of Greek life. For a period of a thousand 
years they were celebrated every four years, and at their 
height were participated in by the most distinguished 
men of the time. 

Now, the remarkable thing about these great games, 
which we moderns have not fully appreciated, is that 
they were originally religious celebrations and retained 
in a measure their religious character throughout their 
long history. The most ancient Greek legends state that 
at first these games formed part of the religious rites at 

23 


24 Church and Community Recreation 


the funeral of dead heroes. The Olympic games are said, 
by Pindar, to have been founded by Hercules in honor of 
Pelops, a great legendary hero who had a shrine at 
Olympia. The Nemean games were conducted in honor 
of dead Opheltes; the Isthmian games, in honor of Meli- 
certa, or Palaemon, whose body was washed ashore at 
that place. The Pythian games were held to commemo- 
rate Apollo’s victory over the dragon, named Python. In 
historic times, among those who were honored by funeral 
games were Miltiades, victor at Marathon; Leonidas, of 
Thermopyle; Timoleon, the savior of Syracuse; Alex- 
ander the Great, and the soldiers that fell in the wars 
with the Persians.1 

Long before the Olympic games were established as a 
national event, sectional games were held. In very early 
days these were celebrated every eight years at the season 
when the solar and lunar periods synchronized, as that 
was thought to be the most suitable time to honor the 
gods for bountiful harvests. 

The religious nature of these games is further shown 
by the legend that in the prehistoric Olympian events 
the winner of the chariot race was allowed to impersonate 
the sun god and hold the office of divine king. But he 
was obliged to defend his title at succeeding periodic 
events and lost his position when he lost the championship. 

Even if this use of athletics in religious observance 
were confined to the ancient Greeks, that itself would be 
significant, but they were so used by other nations. We 
have already referred to such practices in ancient Egypt. 
We find it also among the Romans. The early Roman 
contests were instituted because it was thought that the 

*Greek tradition varies as to the origin of some of these games, 


but invariably they are said to commemorate some legendary hero 
or god. See Gardiner’s “Greek Athletic Sports.” 


Play and Religious Practices 25 


gods delighted in such exhibitions. The meets, gladiato- 
rial combats, and other spectacular events were conducted 
by a religious guild that had priests in its membership, 
and that also conducted religious services. The knights of 
the Middle Ages were a religious military order who went 
into athletic training to fit them for their tournaments, 
which were conducted in a semi-sacred atmosphere. The 
ancient Irish fairs that included athletic events were re- 
ligious occasions. English history vouches for the fact 
that at some periods the church permitted athletic games 
in the churchyards after divine worship on Sundays. 

Among primitive peoples of our own time, sports of 
various kinds often form part of their religious exercises. 
In Futuna, a South Pacific island, and among the Loas 
of Siam, boxing matches are included in the funeral rites. 
Among the Kerghis the anniversary of the death of a 
rich man is celebrated by horse racing, shooting matches, 
and wrestling. The Dyaks of Borneo, played some games 
at worship that are not used at other times. The Kai of 
New Guinea, keep swings in constant motion to make 
the yams grow, and also use “‘cat’s cradle” to cause the 
vines to twine and leaves to spread. The Letts of Russia, 
keep up a similar practice to help the growth of their 
flax. Funeral games are held among the inhabitants of 
the Caucasus. 

Dancing has been widely employed in rites. Among 
the ancient Hebrews, Miriam, Moses’ sister, led a chorus 
of women in song and dance to celebrate the Red Sea 
deliverance (Ex. 15:20); Jephtha’s daughter greeted 
him in the same manner (Judges 11: 34) ; women greeted 
David on a like occasion (1 Sam. 18:6); and David 
“danced before the Lord” when bringing back the Ark 
of the Covenant (2 Sam. 6:14). Early Christian church 
history reports that the bishops led in sacred dances in 


26 Church and Community Recreation 


the church itself and before the tombs of martyrs. The 
Zuni Indians use a ceremonial game to induce rain. The 
Wichitas of Oklahoma, employ a game of “shinny” as a 
ceremony. The Central Esquimos play “cap and ball” 
to hasten the advent of spring. In Algeria games similar 
to football and cricket are used to bring on rain. Hill 
tribes of Assam engage in tug-of-war to expel demons, 
and in Tanebar it is used to induce rain. In old Japan 
wrestling was dedicated to the gods, and in our day the 
Ainu tribes of Northern Japan dance around the shrine, 
as do also the Hindus of Typusium, when paying their 
vows to the gods. The modern game of ‘‘Eller-tree,” 
played at Cornwall, England, at the annual June feast, 
is said to have had its origin in a former sacred ceremony 
of encircling trees and stones accompanied with songs and 
dancing. The play of ‘thread the needle” on Shrove 
Tuesday in the streets of the towns of southwest England 
once had a religious meaning. JBaseball is said to have 
developed from ‘“‘stoolball,” an early religious game that 
was played at Easter time. 

Not only were athletic events formerly conducted in 
honor of the gods, but in some places the gods themselves 
are said to have introduced them among men. Greek tra- 
dition states that the Olympic meets were started by the 
Idean Herakles and elsewhere they are attributed to Zeus, 
who wrestled there with Kronos. Many North American 
Indians believe that their games were given them by divine 
or quasi-divine beings.1 

Although a large number of nations and tribes employed 
play or athletics ceremonially, many more did not, and 

“Bancroft states that the ethnological study of Culin and the 
folklore study by Gomme and Newell lead to the conclusion that 


the great mass of games originated in the childhood of the race 
as serious religious or divinitory rites. 


Play and Religious Practices 27 


for that reason it is impossible to assert that there is an 
inherent or inseparable bond between athletics and reli- 
gious observance. On the other hand, enough striking 
examples have been given to prove that a close relation- 
ship has often existed. The Christian church, therefore, 
in its present espousal of athletics is not trying to effect 
an alliance for which there is no precedent. If it can 
profit by its mistakes in the past, this participation in the 
larger recreational program of the community may vital- 
ize and make its own distinctively religious work more 
effective. 


CHAPTER III 


Tur NATURE AND VALUE OF RECREATION 


Tere is need of a general word expressive of all leisure 
time activities. There are many words in our language 
that express in a limited way things one does when he 
has time off from his business. For example, amusements 
cover forms of entertainment in which we may be either 
active participants or passive spectators. Jun attaches to 
comic, frolicsome, and boisterous actions. Diversion 
applies to such uses of our time as give us a respite and 
change the course of our thinking and actions. Play 
refers largely to physical games (especially those of chil- 
dren). Pastimes are light, pleasing experiences that 
afford relief from the sense of tedium. Pleasures gratify 
the senses. Sports is a general term for vigorous games, 
contests, and outings. An avocation is a side-interest in 
a subject unrelated to one’s business, and akin, therefore, 
to diversion. Hnjoyments are traceable to the most 
various sources. Secreation, besides its primary meaning 
of restoring the mental and physical condition after the 
fatigue of toil, denotes as a secondary meaning, any 
pleasurable exercise or employment, and in our day it 
is largely used as the most inclusive term. It will be 
used here in this sense interchangeably with “leisure- 
acts,’ as an abbreviated form of “all leisure-time 
activities.” 

The significance of what we do with our leisure now 
occupies a foremost place in the thoughts of our best edu- 

28 


The Nature and Value of Recreation 29 


cators. As our most voluntary acts, our leisure-acts let the 
light in on our inner selves and both reveal and determine 
character. 

There has been a marked increase in all kinds of recrea- 
tion during the past fifty years, both in the play of chil- 
dren and the sports of adults. We are in an athletic and 
play era. A recent editorial of one of our great dailies 
declares: “To-day sport gets more space in our news- 
papers and more talk at our tables and on our street 
corners than anything else but business. Our games have 
become national, with associations for their governance; 
our sporting code has become national, prominent ath- 
letes have become symbols in every home, and the partici- 
pation in athletics by all ages and both sexes has become 
increasingly common.” 

The rise and growth of the playground movement dur- 
ing the last thirty years isa real marvel. There is scarcely 
a place in our country, urban or rural, that is not now 
affected by its influence. In large cities millions of 
dollars have been spent on playgrounds. In many states 
physical training and play are required in all of the public 
schools. The play movement has also been taken up by 
industrial plants and churches. A new profession has 
arisen to direct this specialized work; namely that of 
play supervisors. 

Educators and scientists are making a serious study of 
play, its origin, nature, and functions. Among the first 
explanations was the one put forth by Schiller and 
Spencer. It is called, the surplus energy theory. Its 
contention is that everyone has a greater store of energy 
than he requires in making a living and this surplus 
expresses itself in play. Karl Groos has written two books 
on play. His contribution is a factor neglected in 


30 Church and Community Recreation 


Spencer’s theory. From his studies of the play of ani- 
mals and children he concluded that the impulse to imi- 
tate was the dominant element in play. The young 
imitate older people and in so doing get a preparation 
for mature life. He failed, however, to account for the 
fact that some of the play of children and animals is 
not imitative, but purely spontaneous and_ therefore 
instinctive. 

It is much easier to find a satisfactory reason for play 
in the case of adults. Professor Lazarus of Berlin Uni- 
versity, supplies the most obvious answer when he says 
that the reason adults play is to recuperate from mental 
and physical tiredness. This is only partly true. Adults 
sometimes play merely because they like to. 

Hocking regards play as an experiment in life, which 
is related to an individual’s main life interests somewhat 
as a model is to the completed structure, or a sketch is 
to the final form of a work of art. It is a try-out in 
which one develops power and confidence to attempt some- 
thing greater. This theory, again, does not account for 
the urge that lures one into forms of recreation entirely 
unrelated to his occupation. 

G. Stanley Hall considers play to be a reflex of the phy- 
sical and mental processes through which the race passed 
in its evolution from lower stages of life (recapitulation 
theory). Thus, the swimming instinct has descended to 
us from the fish epoch; wading from the amphibian; 
climbing from the arboreal. Most of our sports and games 
once formed part of the serious life of our primitive 
human ancestors. Hunting, fishing, camping, and hiking 
come down to us from the nomads; team play from tribal 
life; gardening from primitive agriculture; hide and 
seek, tag, and games in which hitting a ball is a feature 


The Nature and Value of Recreation 31 


from their offensive and defensive encounters with enemies 
and wild game. 

Others feel that children play merely because it gives 
them a joyous sense of freedom and pleasure. Hall’s 
theory explains why they find pleasure in these acts: <A 
deep ancestral deposit in them thus finds an outlet. 

There is some truth in all of these theories. Perhaps, 
if we combine them, we may obtain a brief but rather 
complete explanation of the existence of the play impulse: 
Both animals and human beings, old and young, play 
because they find pleasure in repeating certain acts that 
were once daily events in the career of earlier forms of 
life. ‘These play activities result in recuperation, better 
health, more physical ability, and in mental stimulus. 

However we may differ as to the origin of the play 
impulse, there must be no failure to recognize its value. 
It is a great formative influence in the normal life of 
normal children. The only children who do not play 
of their own accord are the sickly and the feeble-minded. 
It is the means by which nature develops the child’s health. 
True, the basis of physical vitality is the inheritance of a 
good constitution, but physical training is necessary to 
realize its full value. Many adults who neglect physical 
exercise seem to be healthy, but such a course often results 
in weak vitality in their descendants. Our physique was 
built up by feats of physical endurance and it can be kept 
in good condition only by the same means, combined with 
attention to diet, sleep, and the avoidance of dissipation. 
The young get little other exercise than that obtained in 
play, and adults find that there is no really satisfactory 
substitute for it. 

Even rather strenuous athletic competition aids rather 
than lessens vitality. The idea current that strenuous 


32 Church and Community Recreation 


athletics are injurious to health has been disproved by 
three careful investigations. 

In 1904, Dr. George Meylan of Columbia University 
investigated the health of 152 oarsmen who had been 
members of Harvard crews from 1852 to 1892 and 
revealed these facts: Their longevity exceeded the tables 
of the expectation of life by 5.389 years; only two had died 
of heart disease and one of consumption; 94 per cent were 
free from any affections of the heart, stomach, and kid- 
neys, the degenerative diseases of middle life; 37 per 
cent had not consulted a physician in ten years; 80 per 
cent had become successful in business. From these facts 
Dr. Meylan came to the conclusion that college athletes 
do not die young, nor do they die at all of heart disease 
and tuberculosis. Their health is far above the average; 
their minds were not dulled nor their energy exhausted, 
but the effects of their life as athletes were beneficial. 

Dr. Wm. G. Anderson of Yale made a similar study 
of 807 Yale athletes who had won their “Y” in erew, 
track, baseball, or football, from 1855 to 1895. He dis- 
covered that only four had died of heart disease and that 
the death percentage in this group was 7.2 per cent, 
whereas that of the other graduates was 12.9 per cent. 
He decided that athletes are subjected to no undue strain, 
that they do not die young, and that heart disease is seldom 
the cause of their death. 

Professor C. E. Hammet of Alleghany investigated the 
health in after life of 167 former long-distance runners. 
He found only three with slight functional heart irregu- 
larity, in spite of the fact that 112 had suddenly broken 
off training to enter business. Ninety per cent claimed 
that they had been permanently benefited. Where degen- 
erative diseases were found, they were due to dissipation. 

In estimating the physical value of play, health is not 


The Nature and Value of Recreation 33 


the only thing to be considered. Play does much to 
develop other physical qualities, namely, strength, speed, 
skill, and endurance, that are so important in life. 
Random activity, no matter how long continued, affords 
no training that will help anyone to meet the require- 
ments of the industries and the arts. The lack of training 
is a pronounced handicap to a person. In play, the young 
acquire a wide variety of nerve-muscle codrdinations at 
the best age to secure them. Few adults ever acquire 
them who were not fond of outdoor sports in their youth. 

But the benefits of play are not limited to matters physi- 
cal. Valuable social relationships are most naturally 
acquired through play. Friendships made through play 
are most lasting. We never forget our childhood play- 
mates. Play and chums are synonymous. Play is a 
great promoter of democracy; every player is judged by 
his ability at the game, not by his looks, wealth, or posi- 
tion. Team contests afford fine opportunities for training 
in cooperation. Children brought up alone are inclined to 
be selfish. Everyone finds it easier to insist upon his own 
way than to give up gracefully. The hardest job in the 
world is to get along well with others. But the big suc- 
cesses in life, whether in business, politics, church life, 
or play, fall to those who can get along well with others. 
True democracy calls for team work, each man playing 
his own part well, but each also ready to make ‘“‘sacrifice 
hits” for the general good. When the will of the major- 
ity goes against us, we must play the part of a good loser 
and not try to get up a rebellion or sulk over a lost cause. 
As a member of athletic teams, a boy learns to subject him- 
self to chosen leaders whose word for the time being is 
law. Could any better training for good citizenship be 
devised? There is a constant pressure exerted upon a boy 


34 Church and Community Recreation 


by his crowd to exhibit the spirit of the following poem 
by George A. Warburton: 


Pass the ball, 
Let the other fellow kick, 
Be he slow or be he quick, 
Play together, no one man 
Ever won a game or can. 
Play together, that’s the way, 
Keep your temper while you play, 

Pass the ball. 


Pass the ball, 
Never mind about your luck, 
Show a little manly pluck, 
Throw a goal or try your best, 
Each man playing with the rest. 
If you win the trophy’s won, 
If you lose you’ve had the fun, 

Pass the ball. 


Pass the ball, 
In the play of life the same, 
Bound to others in the game, 
No man living all alone, 
Each is part of every one. 
Grit and pluck and fair play here 
Win the trophies, never fear, 

Pass the ball. 


Furthermore, modern psychology and pedagogy have 
discovered mental training values in play. Dr. Seashore 
says, “The higher mental powers normally develop in 
close connection with the use of the senses and the 
muscles.”’ 

The process of learning has been found to consist, first 
in doing, second in the feeling of satisfaction or dis- 
pleasure over the results, and third, in thinking over the 
situation and preparing a better course of action if the 
situation were to be repeated. Mere memorizing is not 
education. The real business of education is to develop 


The Nature and Value of Recreation 35 


the mental processes of resourcefulness, initiative, and 
quickness and correctness of judgment. Dr. Tyler says: 
“Play develops alertness. The best means of training 
the will is to shorten the time consumed in making a 
decision and in acting upon it. A player must size up 
the situation in a flash, and act at once. Thought, plan, 
and strategy enter into the transaction, and memory, 
imagination, judgment, and reasoning are all quickened.” 

Dr. Hall has pointed out the remarkable fact that half 
of our bodily weight is muscular tissue and the voluntary 
muscles are the only structures that the will can control. 

Dr. Dawson’s view in substance is as follows: “The 
mind has as its supreme end an ever-increasing efficiency 
on the part of its possessor in action. We live not to be, 
but to do; not to feel and to think, but to carry over feeling 
and thinking as assistance in creative activity. Since 
the central aim of physical education, more than any other 
type of education, is to bring physical expression under 
the control of the mind, its identification is obvious at once 
with the creative activities that have shaped life from the 
beginning. This was Froebel’s view of the significance 
of children’s spontaneous plays. It is the view of all 
modern prophets of education, from Francis W. Parker 
to President Eliot, in the stress that they place upon edu- 
cation through doing. They may not have spoken in 
terms of field sports or gymnastic exercises, but the same 
philosophy of life and of education which they have in 
mind applies to current physical education. It is the 
philosophy that puts a high premium on action, on doing 
things, on controlling the physical organs, through which 
life becomes the conscious and efficient master of its fate. 
Back of all the spontaneous play of children, back of all 
organized athletic sports, back of all systematic physical 
training, the law of self-expression and _ self-realization 


36 Church and Community Recreation 


through doing things is ever at work. Physical educa- 
tion at its best, is creative self-activity—creating, first of 
all, a muscular body, and then a mind in intelligent con- 
trol of that sound body. The tone of the brain and nervous 
system which regulate the rest of the body is dependent 
on the master tissue, the muscles.” 

Gulick takes the stand that “there can be no education 
in the true sense of the word that does not deeply involve 
the will and emotions and inherited motor habits. Play 
gives scope to these and is, therefore, the nearest and 
surest approach to a true education.” 

Gulick found that a study of subnormal children 
showed that they lack energy, initiative, and spontaneity 
in play. They are listless and careless and are unable to 
carry on organized play. Seventy per cent. of the feeble- 
minded who are not congenital idiots, nevertheless, it has 
been proved, can be reclaimed to a useful adult life by 
right training in muscular habits and the resulting stimu- 
lation of the will. Play and rhythmic exercises are the 
best means for accomplishing this reformation. 

On mention; of esthetics, painting, sculpture, and music 
come to, mind, but there is also an esthetics of movement 
that plays an important part in cultural development. The 
reference here is not merely to esthetic dancing, but to 
gymnastics and to every act done with ease and grace. 
Much of the pleasure derived from gymnastics is due to 
their esthetic appeal. Even such an awkward and com- 
monplace action as walking may be done with such grace 
as to become attractive. The explanation of the eurhyth- 
mic appeal is found in the fact that a pendulum like sway 
is at the foundation of life. The aim of Greek exercises 
was culture through action, beauty of body and of physical 
action culminating in beauty of the soul. Of some famous 
modern esthetic dancers, who, besides bodily expression, 


The Nature and Value of Recreation 37 


studied all branches of esthetics, painting, statuary, music, 
and poetry for fourteen years, and danced to nothing but 
masterpieces like those of Gluck, Brahms, Chopin, Wag- 
ner, it was said that “theirs was the loveliness which 
winds its way around Greek vases and their trained bodies 
were a medium for translating the inward and spiritual 
meaning of music.” 

The pre-eminent value of play that the church is inter- 
ested in, however, is its value as a means of moral train- 
ing, the very best means in the case of the young. 
Aristotle observed that persons reveal their characters 
markedly in their play, and common observation confirms 
his statement. It has been well stated that a person’s 
mien, poise, and gesture lay his soul open to view. <A 
person reveals his true self by his very physical actions. 
Charles Evans, former golf champion, writes: “There is 
one absolute, reliable test of character; play some game 
with the person in question and watch him often enough 
to catch him off his guard. If I were selecting a business 
partner or if a man wanted to marry my daughter I would 
put him through this test.” 

President Angell agrees that ““‘We must believe in all 
sincerity that physical education, including competitive 
athletics, is an essential part of the obligation of the col- 
lege. We must recognize that it stands in the closest 
possible relation to moral education, which we often pro- 
nounce one of the prime duties of the college, if not, 
indeed, the very first.” 

Dr. Luther H. Gulick, the greatest recent authority on 
play, says in substance (“Philosophy of Play”): “If you 
want to know what a child is, study his play; if you want 
to affect for good what he shall be, direct his play. Man 
is best revealed in play. There he is at his best. In play 
we see in action the energy latent in great desires which 


38 Church and Community Recreation 


exercises a greater shaping power over the character and 
nature of man than any other form of his activity. 
Nations and races most truly reveal themselves in the 
nature of their pleasures. These are the most determin- 
ing force as respects the national character within a 
nation.” 

Child psychologists have shown that children are natu- 
rally selfish and dishonest in their undirected play. Play 
is life itself to children and they display enthusiasm, per- 
sistence, and resourcefulness, but do not show fair play and 
a consideration for others. By extensive observations, 
McGee discovered that in the play of school children 
deception, absurdity, the infliction of pain on others, 
greed, favoritism, and a “‘show off” spirit were common. 
Provide the proper supervision and these may all be cor- 
rected and the better traits instilled in the child through 
his play. Indeed, if he is to get these higher traits at 
all, it must be through his play. Games of skill take the 
conceit out of the bumptious, for they cannot make good. 
Losing one’s temper in play is the mark of a novice. 
Where high principle is disregarded, opponents pick on 
certain men unmercifully, having learned from experience 
that no one plays his best game when he is peeved. ‘Thus 
a boy is saved, even in unsupervised play, by the warnings 
of his mates not to give way to anger. A similar course 
of elimination is true to a large extent of dishonesty. 
The chronic cheater learns in time that his tactics have 
forced him out and that he must turn round and behave 
properly if he expects to be given a chance to play at all. 
Unfair playing, if it is persisted in, will break up any 
game. 

Royce was of the opinion that loyalty is the funda- 
mental virtue, more necessary even than love. Loyalty 
is considered to be the most important moral value derived 


The Nature and Value of Recreation 39 


through play. Everyone has observed how team games 
develop loyalty in superabundance, so that often oppo- 
nents are regarded as enemies rather than friendly rivals. 
The church will find team games one of the best means 
of retaining the interest of the young people at the age 
when they tend to drift away from church activities. 

Courage is an element much needed by the youth of 
to-day in view of the modern trend toward a soft life. 
Sports in which there is an element of risk and hardship 
are specially valuable training. It is gratifying to observe 
how ready the young are to engage in vigorous games, 
like swimming, acrobatics, and boxing. 

The extreme to which modern reaction against child 
repression has been carried, has played havoc with disci- 
pline in the home. There is little parental and teacher 
authority left to-day. Children are the real rulers in 
many homes. Extremes in either direction, repression 
or license, is to be avoided. ‘There must be developed in 
everyone the capacity of obedience to higher authority. 
Too much liberty leads to self-will, selfishness, and conceit. 
A remedy for this undisciplined temper is found in 
organized games. The game officials and the captains of 
the teams are autocrats whose decisions are final, and the 
person who desires to play must submit to their author- 
ity. This excellent training in “taking orders” will mean 
much to the player in the realities of life later on. 

No moral quality is more desirable than a cheerful, 
exuberant, optimistic disposition. If there is anything 
that will foster this state of mind, it is carefree play. We 
do not refer to highly organized competition in which win- 
ning is thought to be so important, but the kind in which 
one may have a good time whether he wins or loses, or 
those forms in which there is no competitive elements, 
such as swimming, coasting, hiking, fishing, singing, and 


40 Church and Community Recreation 


_ folk dancing. Carefree play acts like a tonic on a sour 

or dull mood. It quickens the bodily functions, and in so 
doing, produces a state of exhilaration and joy. It is 
a suitable antidote for sorrow. A good prescription for 
those who mourn is: “Get out of yourself by getting out 
of doors and into a good game. 

One of the most definite ways in which directed play 
has shown its moral value has been in lessening juvenile 
crime. Jane Addams holds that recreation can get the 
best of vice. Forty years ago the Earl of Meath predicted 
that athletics would be used to overcome crime in our 
large cities—a prophecy that has been realized many 
times. By providing play facilities for the newsboys of 
Milwaukee the number of those who had to be sent to 
reformatories fell from seventy to three in three years. 
' A study of juvenile crime in Chicago showed a decrease 
of 28 per cent in the number of children arrested within 
a half mile of the playgrounds. With the probation 
measures that were in force, delinquency was reduced 
50 per cent. Within one year after the West Park Play- 
ground was opened, four dance halls within a half mile 
closed from lack of patronage. In St. Paul, analysis showed 
that most of the delinquent children appearing in the juve- 
nile court came from a certain congested part of the city. 
A social center was opened there and in a year the 
delinquency was reduced to 50 per cent. A Chicago 
judge stated that in every locality studied, juvenile crime 
increased as the distance from the playgrounds increased. 
In one of the New York City health bulletins the plea 
is made in support of playgrounds that “righteousness can 
be raised by taxation,’ a plea amply vindicated by facts. 
Judge Costello reported (Playground, February, 1923) 
that since the opening of the Recreation Hall by the 


The Nature and Value of Recreation 41 


Recreation Commission in Passaic, the juvenile court had 
been discontinued. 

Athletic sports have been found even to have a marked 
influence in promoting racial development and interna- 
tional comity. Ballgames now satisfy the combative 
instincts of the head hunters of the Philippine Islands 
so well that they do not go to war. Christian missionaries 
in all lands testify to the great value of recreational work 
to their cause. Old and stagnant nations are being 
rejuvenated through modern sports. ‘Three years ago 
Frank Foster wrote: “China has suddenly turned young. 
China has begun to play. The magistrates as well as the 
younger generation have come to recognize the need of 
physical development.’’ Indeed, in the entire Far East 
play and sport are epidemic, and under the wise direc- 
tion of “Y” workers and missionaries, they are destined 
to exert a marked influence for good upon the Orient. 
Far Eastern Olympic meets have been held biennially 
since 1914, alternately in China, Japan, and the Philip- 
pines, which have brought together hundreds of com- 
peting athletes of those and adjacent lands. At the one 
held in China in 1921, 350 athletes competed and the 
games were witnessed by 150,000 people. Admiral 
Straus (American) said “it signifies the most wonderful 
change in the Far East that has come to my notice since 
my return after a number of years of absence.” Dr. 
Gray, national “‘Y” physical director of China, says: 
“The Far East Athletic Association, in spite of the criti- 
cal relations existing between the nations represented in 
it, is the one outstanding organization in the Orient in 
which the spirit of mutual co-operation prevails in a 
marked way.” 

Of the latest international games, held in Japan last 
May (1923), Englehardt, of Manila, writes: ‘Athletics 


42 Church and Community Recreation 


has been the only basis upon which these nations have heen 
able to meet in accord and amity.” 

One of our government officials in the Philippines says 
that “baseball has done more to civilize the Filipinos 
than army, navy, commerce, and school system combined. 
Former native enemy tribes have learned to play together, 
and play fair and without enmity.” 

Lawrence Perry, writing on the good work in behalf of 
international peace, done by play, says: “‘Without exag- 
geration, it may be said that to-day tennis is recognized 
as one of the great factors making for the development of 
international understanding and good will. Here is one 
good thing about a sporting crowd: it is swayed not by a 
man’s nationality, but by the showing he makes as a 
contestant. Sport obliterates the narrow lines of nation- 
ality. Where nations join in a community of sport we 
find the peoples of those countries gazing at one another 
over lowered barriers.” 

These facts lead one to conclude that so spontaneous, 
attractive, wholesome a thing as play, abounding in such 
great possibilities for character building must not be 
ignored or neglected a day longer by any church or wel- 
fare organization. The church will find it one of her 
most valuable adjuncts if it is intimately linked with a 
lofty idealism and a plan of religious promotion similar 
to the Christian Citizenship Programs of the two Chris- 
tian Associations (outlined later). 

To insure good results, it cannot be too often stated 
that all recreation features must be ably supervised and 
careful plans and methods used. It must never be imagined 
that play of itself is a panacea for immorality and 
delinquency or the sole solution of the problems of char- 
acter building. On the contrary, it may become one of 
the most potent allies of evil. 


The Nature and Value of Recreation 43 


In considering the dangers sometimes attached to 
recreation, we must remember not only that some kinds 
of recreation are objectionable by nature, but also the 
spirit or manner in which any recreation is indulged may 
become objectionable. As explained previously, few 
kinds are inherently evil. A study of the public com- 
mercialized amusements of Kansas City proved that a 
third of them, as they were conducted, were bad. Con- 
ceivably, they might, in proper hands, have been made 
either sources of good or at least harmless. 

Evils that may associate themselves with any recrea- 
tion are these: excessive indulgence, excessive emotional- 
ism, professionalism, commercialism, and passive side- 
line looking on carried to excess. Many persons spend 
too much time in recreation and play, because they find 
them more interesting than work. It is a question of 
which shall make the stronger appeal: good company, 
a good game, or no more than a habit, now become 
well-established and plain, straight, everyday business 
duty. 

Emotion furnishes the drive and energy required to 
carry out a plan or purpose. If the purpose be a good 
one, all is well; if the good emotion finds no outlet in 
good expression, then it is nothing more or less than an 
indulgence in a debauch of pleasurable sensations. The 
intense feelings aroused by highly organized contests, 
plays, or movies do a looker-on harm if they are not 
straight-way harnessed by him to some good purpose 
which he has on hand. 

Competitive sports naturally induce candidates to apply 
themselves diligently; application leads to skill, and skill 
to championship ability and professionalism. ‘There are 
two kinds of professionals: (1) The play supervisor and 
promoter of wholesome amateur recreation, and (2) the 


44 Church and Community Recreation 


paid star player in one of the major sports. The first kind 
is good, the second is for the most part a real evil. It is 
not the work of organized recreation to produce star 
players. When a person of exceptional skill, in any major 
sport, gives in to the temptation to make his living as a 
professional player, he is on dangerous ground and only 
a high degree of stamina can save him from the demoral- 
izing influences of his new surroundings. 

No doubt, capacity for successful careers in statesman- 
ship, business, law, and medicine is lying undeveloped in 
many young men who are now spending all their thought 
and energy in showing off their physical prowess before 
a sport-loving populace. As young men, Benjamin Frank- 
lin was an expert swimmer, and Washington was the best 
wrestler and thrower in Virginia. Suppose, however, 
they had spent the best years of their young manhood in 
professional athletics! We might still be “a British terri- 
tory.” Suppose Lincoln had capitalized his unusual 
ability as a story-teller and become a vaudeville funny 
man! Great problems in statesmanship, economics, edu- 
cation, and invention remain for energetic young people 
to grapple with. That should be their chief business, 
and play, the side line. As re-creation, daily recreation 
is excellent, but as a business—if it be not clearly evil, it 
is at least a “lesser good.” 

Professionalism is accompanied by commercialism and 
frenzied audiences. Boxing turns under financial pro- 
moters into pugilism, with immense arenas and million 
dollar gate receipts. Baseball, played for fun, is made 
over into the “big business” of professional leagues with 
all-season schedules, millions in money, and prominence 
for the stars in the daily press. Football, played for fun, 
becomes intercollegiate football, with big stadiums rival- 
ing those of Greece and Rome for spectacularness. All 


The Nature and Value of Recreation 45 


this fills the bleachers with sport “fans,” who get their 
exercise by proxy and are too weak or lazy to play 
themselves. 

These evils develop wherever the money factor is 
emphasized in any way in competitive sports. We have 
yet to see if the church can use and keep recreation true 
to its office as an important factor in character training. 
It is certainly the combined duty of the church, the two 
Christian Associations, and community recreation pro- 
moters to help solve this problem. 

The 1920 General Conference of the Methodist Episco- 
pal Church gave approval to the plan of employing a 
recreational and social director wherever the conditions 
warranted. At least two divinity schools now employ 
physical directors, and in one a course of lectures is given 
on the theory and methods of recreation and play. A 
similar course should be inaugurated in every theological 
seminary, and eventually a full department of church 
recreation on a par in all respects with the other 
departments. 

At a recent meeting of the National Institute of Social 
Sciences there was a discussion of the right use of leisure, 
in which Dr. Thorndike, Dr. Salmon and Mr. Arthur 
Pound presented the scientific basis for the right use of 
leisure. Mr. John H. Finley has well summarized these 
principles as follows: 

1. That leisure is an opportunity to recreate energy and build 
up mental and physical health. 

2. That this is essential to happiness whether working or playing. 

3. That most people do not appreciate the value of physical 
activity. 

4. That not enough foresight and planning are given to our 
leisure. 

5. That individual leisure time activities should be chosen that 
will benefit the community as well as give pleasure to the individual. 

6. That “fantasy” is a rich possession of the human race because 


46 Church and Communty Recreation 


we escape the burdens of life. We enjoy in fantasy the things we 
do not possess in fact. Leisure offers the same kind of escape from 
the cares of our complex civilization. 

7. That our present industrial system with the deadening influence 
of the automatic machine makes the right use of leisure of tre- 
mendous importance to preserving an enlightened citizenship. 


CHAPTER IV 
WorkKING PRINCIPLES 


ANYONE who proposes to assist in promoting and con- 
ducting the leisure time activities of others ought to 
become familiar with the factors that make for success 
as they have been discovered by much experimentation in 
the playground movement, the “Ys,” the social and 
community centers, and in college and school athletics. 
The most important of these principles will be presented 
in the following pages for the benefit of the less experi- 
enced worker in this field. They will be considered here 
under four general. divisions: the subject matter, the 
pupil, the teacher, and the methods. 


Tue Supsect MATTER 


It is important for the teacher to get a clear view of the 
extensive range from which he may select his material. 
Times come in the experience of everyone who promotes 
play and recreation when he thinks that he has exhausted 
the possibilities in his line of work, and he is at loss to 
know what to do next. Under such circumstances it is 
helpful to have a classified list of activities to refer to for 
fresh suggestions. Such a classification is given below. 
Although it is not complete, it can be made the basis 
of a more complete one that the director may work out 
for himself. 

The classification will be made under five general 
heads: 

47 


48 Church and Community Recreation 


I. Sports.—Distinctively active games, contests and 
play. 
II. Social pleasures.—The chief object here is the enjoy- 
ment of the company of others. 
IIT. Manual activities—Making things. 
IV. Cultural recreation.—Arranging and producing pro- 
grams—dramatic, literary, and musical. 
V. Passive enjoyments.—Reading, listening, observing. 


A CLAssiIFIEp List or LrIsurE ACTS 


I. Sports: 
A. Track and field athletics. 

1. Tests, such as those codified in the Public 
School Athletic League standards. 

2. Contests: Various kinds of track and field 
competition, such- as individual cham- 
pionships, team, all-round, classified, 
mail or phone meets, street and cross- 
country running, indoor athletics, racing 
with skates, horses, aeroplanes, ete. 

B. Aquatics. 

1. Tests in swimming and life saving. 

2. Contests. 

(a) Racing with row-boats, canoes, 
yachts, ete. 

(b) Water games: Polo, soccer, basket- 
ball, baseball, push ball, and mass 
games. 

C. Games on land, ice, and snow. 

1. Field team games: Baseball, soft baseball, 
post baseball, football, soccer, American 
ball, push ball, cage ball, cricket, lacrosse, 
polo, field hockey, 


Working Principles 49 


2. Lawn and gym team games: Basketball, 
volley ball, captain ball, end ball, minton, 
Newcomb, tennis, badminton, hand polo, 
soft soccer, soft baseball, punch baseball, 
kick baseball, long ball, one old cat, two 
old cat, ring hockey, hand and foot 
tennis, sponge ball. 

3. Ice team games: Hockey, tennis, lacrosse, 
soft baseball, basketball, American ball. 

4, Individual lawn games: Golf, golf croquet, 
croquet, roque, brivet, quoits, tether ten- 
nis, bowls, archery, target shooting, 
marbles, hopscotch. 

5. Court and wall games: Handball, squash, 
racquets, court tennis, bowling, curling, 
shufiles. 

6. Mass and group games, on foot or skates: 
Tag, hide and seek, and circle games of 
all kinds. 

D. Gymnastics. 

1. Marching: Rondel, class, military. 

2. Calisthenics: Drills with free hand, bells, 
clubs, wands, pulleys, poles, rings, flags, 
sticks, stall bars. 

3. Gymnastic and folk dancing. 

4, Apparatus work: Buck, horse, parallel 
bars, horizontal bar, flying rings, travel- 
ing rings, ladders, climbing ropes and 
poles, spring board, balance beam, wire 
walking. 

5. Combat sports: Boxing, wrestling, bag 
punching, fencing, broad sword, single 
stick, jiu jitsu. 


50 Church and Community Recreation 


6. Tumbling and pyramid building. 

7. Stunts and knacks. 

E. Outing sports and pastimes. 

1. Walking. 

(a) Social hikes: By day, by night, in 
storm, father and sons, good turn, 
go to church. 

(b) Exploring hikes: Botany study, 
geology, birds, insects, map making, 
exploring, treasure hunt, mountain 
climbing, visiting museums and in- 
dustrial plants. 

(c) Foraging hikes: Nutting, berrying, 
fishing, hunting, trap shooting. 

. Excursions. 

(a) On roller skates, ice skates, wheel; 
in canoe, boat, on snowshoes, skiis. 

(b) Driving and conveyances: Rig, 
horse, auto, trolley, train, steamer, 
yacht, motor boat, house boat, sleigh, 
coasting, ice sailing and yachting; 
aeroplane and balloon. 

. Camping. 

. Play picnics and play field days. 

. Informal free play: Kites, stilts, jacks, 
mumblety peg, climbing. 

II. Social pleasures. 

A. Parties: Socials, dances, toasts, roasts, 
candy pulls, clam bakes, spelling bees, 
sewing bees, building and corn husking 
bees, banquets, barbecues, feeds. 

B. Picnies. 


C. Visiting, gossiping, and chatting. 


bo 


Or He OO 


Working Principles 51 


III. Manual activities. 

A. Arts and crafts. 

1. Graphic arts: Drawing, painting, illustrat- 
ing, designing, posters, lettering, stencil- 
ing, etching, engraving, pyrography, 
photography. 

2. Modeling, sculpture, pottery, stone cutting. 

3. Crafts: Paper cutting, woodwork, metal 
work, glass blowing, stained windows, 
leather work, canvas work, rug and reed 
weaving, bead work, upholstery, broom 
making, bookbinding, printing, dyeing, 
tinkering, inventing, taxidermy, chem- 
ical, physical and electrical experiments, 
fancy work, knitting, sewing. 

B. Constructing: Architecture, engineering, build- 
ing, boat and canoe-making, gardening, 
floristry. 

C. Care of pets and animal-raising. 

D. Play with toys. 

IV. Cultural recreation. 

A. Producing entertainments. 

1. Dramatics, stunt nights, amateur vaude- 
ville, minstrels, pantomime, tableaux, 
pageants, circus, carnivals, magic, ven- 
triloquism, stage cartooning, stereopticon 
movies. 

2. Conducting celebrations: Old Home Week, 
memorials, holiday exercises. 

B. Literary culture: Reading clubs, story-telling, 
writing, authors’ clubs, literary societies and 
forums, lecturing. 

C. Musical culture: Singing, choirs, orchestras, 


bands. 


52 Church and Community Recreation 


D. Club activities: Scouts, brotherhoods, fraterni- 
ties, lodges. 
V. Passive enjoyments. 
A. Reading. 
B. Acting as a spectator or auditor at events. 
Norte: “The most effective kind of education is obtained 
not by merely listening and reading, but by observing, 
comparing, and doing.”—Dr. OC. W. Eliot. 


Tue Puptit 


The second factor to be considered in the conduct of 
recreation is the tastes and needs of the individual or 
group concerned. Individuals differ so greatly in their 
preferences and the opportunity for choice is so broad 
that the problem of deciding on a satisfactory course is 
not so simple as might be supposed. 

Since recreation is not a matter of compulsion, but of 
free choice, it must, first of all, turn out to be interesting 
and enjoyable. Dullness is the very antithesis of what 
play should be. Play to be play must be an enjoyable 
activity, or a self-imposed task that at least affords a 
high moment of keen enjoyment in the choosing, even 
though much of the later effort involved may be irksome. 

For play to be interesting and enjoyable, certain condi- 
tions playground workers have discovered must be 
provided by anyone who wishes to direct the leisure acts 
of others successfully. Congenial company is one of these 
conditions and one that is not always possible in mass 
play at playgrounds and schools. If some willful, selfish 
person is a member of the group, the fun is spoiled. Chil- 
dren of different races and differing social position, how- 
ever, can and should be taught to play together as train- 
ing in democracy. 

Another principle of equal importance, although 


Working Principles 53 


it may not at first seem to be, is that play should 
be varied. It is far better to have average ability in 
many kinds of sport than to be able to play only one game 
expertly. Specialization is an American fault in other 
departments of life as well as in recreation. Those who 
would get the most out of life must have the most varied 
interests. We all wonder at the versatility of Roosevelt 
and how diverse the life he lived. To someone who 
remarked upon the wide variety of his recreations he 
said: ‘‘I never have been first class at any sport, but no 
one plays harder at them nor gets more fun out of them.” 
Developing champions should never become the object 
of any school or church. Every child should be taught 
to play many different games. 

A third important principle in a recreational program 
in the case of full-grown youths is emphasis upon forms 
of sport and play which call for muscle, nerve, strength, 
and endurance. While children are naturally active, 
frequent rests must be given to them between their spells 
of play. Although older men are in need of active recrea- 
tion because few of their occupations afford them exer- 
cise enough or of the right kind, they should not go in 
for too violent or strenuous forms of exercise. With full- 
grown youths it is different. They are all the better for 
a mile run or a four-mile row in record time. 

Fourth, care should be taken in making up a program 
to include the right proportion of that deposit of instine- 
tive actions and activities which we have all inherited 
from the past ages of development of the human species. 
Our human necessities may be grouped in four divisions: 
(1) life sustaining, (2) life protecting, (3) life enlarg- 
ing, (4) life giving. These necessities are the source of 
the giant strength of one fundamental impulse, acquist- 
tion. The desire to get food to sustain life has kept men 


54 Church and Community Recreation 


busy, generation after generation, at hunting, fishing, 
tilling, and barter. The desire to protect life forces us, 
as it did our remote ancestors, to make clothes, construct 
shelters, fight enemies, and unite with others for mutual 
protection. The desire to enlarge life drives us to explore 
and experiment, with the aim of adding to our mastery of 
our environment. The desire to continue the family 
name leads us to marry, establish a home, and rear 
children. 

Thus it is that the leisure-acts in the most direct line 
of descent from our ancient human past are hunting, 
fishing, camping, gardening, handwork, boxing, wrestling, 
team play, hiking, track and field athletics, swimming, 
riding, rhythmic action, story-telling, music, imitation 
play, and dramatics. Anyone looking for a brief, compre- 
hensive inventory of satisfactory, year in and year out, 
recreational activities will find it in this list. 

Last spring, a London paper, after careful study of 
the subject, found these were the most popular sports of 
England, in the following order: Horse racing, tennis, golf, 
dancing, cricket, motoring, billiards, boxing, cycling, 
swimming, Rugby football, bowls, fishing, boating. 

MacDougall has made up an interesting table of the 
fundamental interests and instincts of a boy that will 
help a thoughtful play director in planning play for him. 
He classifies them as: (1) the instinct of self-preserva- 
tion, that finds outlet in eating, in fighting, running, 
swimming, in crawling, hiding, and in thrift; (2) the 
parental instinct, that finds outlet in care for the young, 
in protecting the weak, and in love of romance; (3) the 
social, or group instinct, that finds outlet in pride, jeal- 
ousy, ambition, in rivalry, sympathy, competition, in 
shame, altruism, shyness, in envy, loyalty, and friendli- 
ness; (4) the instinct of adaptivity, that finds outlet in 


Working Principles 55 


imitation, play, and curiosity; (5) the regulative instinct, 
that finds outlet in reverence and awe, in conscientious- 
ness, and humility; (6) miscellaneous instincts, that find 
outlet in collecting objects in the enjoyable sense of owner- 
ship, in constructing, in destroying, in telling another 
person one’s curious thoughts and feelings, and in con- 
templating the beautiful. 

Another important factor to be taken into considera- 
tion in making up a recreational program is that the two 
sexes, which are much alike in the earlier years, enter at 
puberty upon a very wide divergence. Study of boy 
and girl psychology with reference to the formation of 
clubs and societies reveals the following differences: Girls 
form three times as many secret societies as boys, five 
times as many social clubs, three times as many industrial, 
three times as many literary, twice as many philanthropic, 
but only one-fourth as many predatory and one-seventh 
as many athletic clubs or gangs. Physical activities attain 
prominence in only 10 per cent. of girls’, but in 70 per 
cent. of boys’ societies. Girls are more individualistic 
in their play than boys. They lke to walk, ride, coast, 
skate, swim, golf, dance, and play tennis. 

The different reaction of the two sexes to various forms 
of play is very useful information to the play director. 
Boys like to compete more than girls and take defeat 
better. If small boys take to dolls at all, the dolls are 
usually imitation soldiers or animals. Boys like muscular 
forms of play, while girls like social. Boys like to con- 
struct something ambitious, while girls do faney work. 
Boys like the grotesque, girls the conventional. Boys 
dress for utility, girls with an eye to esthetic effects. Boys 
play in gangs, girls in pairs. Boys’ quarrels end in fights, 
girls’ in pouting and mean after remarks. Boys are more 
loyal to one another than are girls. Boys are more 


56 Church and Community Recreation 


attached to the gang, girls to the home. Boys play few 
games, but play them constantly; girls play more games, 
but play them intermittently. Coswell’s observations of 
play among the school children of Worcester proved that 
boys’ favorite games are ball, marbles, sled, skates, foot- 
ball, tag, hockey, hide and seek, and checkers; whereas 
girls’ favorites were dolls, skipping the rope, sled, skates, 
ball, tag, jacks, house, school, hide and seek. 

Sex differences, according to Miss Burchenal, who is 
at the head of the School Girls’ Athletic League of New 
York, render men’s athletics inappropriate for girls. 
Girls should be allowed to enter running and low hurdle 
contests only in relay races, while jumping, swimming, 
skating, climbing, and dancing should be done by them 
for form alone and not for speed or endurance. No inter- 
school (or church or club) team games should be played 
by girls. These games should be played only informally 
and “‘for fun.” 

We may conclude, therefore, that the fundamental 
qualities to cultivate through play in boys are muscular 
strength, skill, endurance, the mastery of obstacles, and 
fair play. In adolescence, the gang instinct exercises 
the greatest influence upon character, and the best way 
to give this instinct a healthy outlet is in well supervised 
athletic competition of all kinds. 

Sixth, and the last factor affecting the make-up of a 
program of recreation that we shall consider, is the ques- 
tion of age. It is generally agreed that different instincts 
find their respective appropriate outlets at different ages, 
aud that particular environments offer the most favorable 
conditions for the formation of specified habits of action. 
Any instinct that is repressed at the normal age 
at which it should find an outlet leaves the adult 
individual that much poorer. William James asserts that 


Working Principles 57 


the office of an instinct is to produce a habit. The fact 
that when the hour strikes, this must be done at once 
or the chance is lost for good, seems to be verified by 
experiments with animals. It is stated that a chicken 
which has not been allowed to hear the call of the mother 
during the first ten days will never heed her call. Young 
ducks kept from the water for a certain period, lose their 
instinct for swimming. Young squirrels confined to 
cages, since they fail to find soil to bury nuts, soon cease 
to bury them. 

If this law applies, also, to the human race, as most 
students think, the conclusion is inevitable that it is of 
prime importance to know the respective ages at which 
the different instincts are ready to take the stage so that 
each individual may let them perform their office and 
thus knit their contribution into his make-up while there 
is yet time. Everyone knows how hard it is to teach 
adults new physical knacks. When this is so plain, it is 
strange to find that an authority like Dr. Gulick disputes 
the “age culture theory” in play. He grants the fact of 
an advance from simple to more complex in the forms 
of play as the child’s structure changes, year by year, but 
he points to the fact that persons of all ages and both sexes 
engage in such activities as hunting, fishing, agriculture, 
love of nature, care of pets, and friendships. This proves 
nothing. It is quite true that a habit for any one of 
many forms of recreation, acquired in youth, may and 
often does persist throughout life. Every practical physi- 
cal director of long experience, however, knows that if 
he has not learned a sport in youth it is almost hopeless 
to expect to learn it in middle life. 

The testimony of experience is in favor of the age cul- 
ture theory. It certainly works well in practice, even 
though it may eventually prove defective in some respects 


58 Church and Commumty Recreation 


asatheory. It calls attention to certain age zones through 
which everyone passes, each zone differing from the other 
in certain physical and psychic respects. Dr. Meylan, 
of Columbia University, is of the opinion that “from seven 
to sixteen is the golden age for acquiring skill in athletic 
sports. Eighteen is the peak. The boy or girl who is 
kept out of athletics is being deprived of a chance that 
is vanishing, never to return. Literally it is the chance 
of a lifetime, since it is only the person who plays with 
some manner of skill who takes any continued interest 
in recreation and receives the maximum amount of good 
from it. By the time a person reaches twenty-five he is 
usually incapable of acquiring sufficient skill to get beyond 
the ‘duffer’ stage. In the case of swimming, a seven or 
eight-year-old boy can learn to swim in three lessons, boys 
from nine to twelve, six lessons, boys thirteen to sixteen, 
twelve lessons, while college freshmen require more than 
twenty lessons. Aptitude in other sports is distributed in 
about the same proportions.” 

Since there is no sharp change from year to year, writers 
differ as to the number and limits of these age zones. 
Gulick makes the number three: Birth to seven, eight to 
twelve, and thirteen up; Curtis reaches almost the same 
conclusions. Wood has four: Birth to seven, eight to ten, 
eleven to puberty, puberty to adolescence. Forbush and 
Johnson have six: Birth to three, four to six, seven to 
nine, ten to twelve, thirteen to fifteen, sixteen to twenty. 

Such age zones are of practical value, for they enable 
us to separate out unprepared individuals and form 
homogeneous groups for class instruction and play. Thus 
the three age zones worked out by Gulick and Curtis are 
used in separating the children into groups in the same 
physical grades in playground work. Since parents and 
kindergartners, however, need to know what kind of play 


Working Principles 59 


will appeal best for almost every year from birth to seven, 
Forbush’s classification would be most helpful to them. 
Inasmuch as the church recreation director will be called 
on to help parents to provide proper play for their chil- 
dren as well as to direct the recreation of full grown and 
even middle-aged persons, as specialized a classification 
as possible will be most serviceable. Forbush’s classifica- 
tion, therefore, will be used for most of the age zones. 


CLASSIFICATION OF AGE GROUPS AND PLAY 


First Pertod: Infancy—From birth to one and one- 
half years. 

Characteristics: Period of physical experiments and 
adjustments through which the beginnings of 
muscular control are acquired and the quicken- 
ing of the senses. 

Activities: Sucks, stretches, kicks, learns to see and 
touch, reaches for objects (seventeen weeks), 
learns to smell, taste, listen. From seven months, 
drops objects, creeps, pushes and drags objects, 
rocks, climbs chairs, walks, babbles, imitates, 
explores, destroys things. 

List of desirable playthings: For the sught—Bright 
objects suspended above cradle, a prism in the 
window. Jor the hearing—A rattle, whistle, large 
spoon, tin dishes to jangle, clock tick, implements 
to pound with. For the touch—Balls, rubber ani- 
mals, paper and wood boxes, spools, keys, sticks, 
rag dolls, chain, smooth stones, stout bottle with 
cork, box with slide cover, clothespins, dominoes, 
a supply of paper to “muss up.” For muscular 
action—Stuffed cloth bag hung above crib to kick 
and clutch, big soft ball to roll a distance and creep 
in pursuit, blocks, beans in strong bottle. For 


60 Church and Community Recreation 


mother play (emotional play )—“Peek,” “this little 

pig,” “creep mouse,” “pat a cake,” “ride a cock 
horse,”’ ‘trot, trot to Boston.” 

Second Period: Early Childhood—From one and one- 
half to three or four years. 

Characteristics: Early walking and talking age. 
Imagination strong at three years. 

Play and playthings: For muscular action—Run- 
ning, hide and seek, chase, small football, free 
play, climbing chairs and ladders, perambulator, 
seat swing, rocking horse, stuffed balls, cart, trials 
at testing size and weight of objects. or sense 
play—Learning colors of various objects; playing 
harmonica, bell, whistle, trumpet; testing odors 
and tastes; imitating various noises; playing 
Indian, fireman, school; playing with dolls, toy 
animals, playhouse and equipment; sand play; 
building blocks; toy train; peg board; eut and 
paste; sew; collect buttons, pictures, flowers, nuts, 
berries; watch birds and animals; plant seeds; 
feed animals (not ready yet to care for them) ; 
trace and color pictures; finger play ; motion songs 
(“Finger Plays,” by Emilie Poulson). 

Third Period: Middle Childhood—Ages four to six. 

Characteristics: Rapid growth of brain. Motion for 
its own sake rather than to attain an object. Rest- 
lessness (cannot sit still longer than thirty sec- 
onds). Curiosity and asking of questions. Great 
imitating and dramatic age (six to seven). Imi- 
tates adults rather than animals. Prefers to play 
with other children rather than with parents. Is 
selfish, quarrelsome, and all passions are easily 
aroused. A time to get adjusted to others. Great 


Working Principles 61 


interest in ownership, collecting, and hoarding. 
It is the kindergarten age. 

General principles for parents: Few playthings are 
needed. It is undesirable to have many children 
play together or to have systematic organized play. 
Answer their questions as far as possible. 

Classified list of play and playthings: For physical 
actton—Tops, tenpins, swing, seesaw, climbing 
tree or ladder, low balance rail, slide, sawdust 
jump pit, kiddy car, tricycle, soft balls, bean bags, 
marbles. For imitation and wmagination—Toy 
animals and soldiers, cart, reins and whip, doll 
and accessories and kitchen set for girls, toy train, 
wheelbarrow, rake, hoe, toy boat, picture book, 
storytelling. For handwork (about six years)— 
Blocks the size of bricks, boxes, stones, and other 
common objects (spools, buttons, seeds), soap bub- 
bles. Knitting, sewing, crocheting, weaving (at 
seven). Sand pile, clay, cutting out and pasting 
pictures, picture puzzles, picture books, blackboard, 
paper, pencils, and paints. For rhythm—Har- 
monica, trumpet, drum, ring song games. 

Fourth Period: Childhood—Ages seven to nine. 

Characteristics: Important physical changes—Slow 
development, tendency to heart weakness, dis- 
turbed digestion due to second teeth, susceptibility 
to adult diseases, mental dullness due to slow brain 
growth. 

Imitation play—lImitation of the process rather than 
of the object. Strong interest in toys; doll period 
at its height. Desire keen to have an object in 
play, to run and pound with a purpose. 

Strong indiidualistic period—Sensitiveness to fail- 
ure. Will not play unless assured of success. Desire 


62 


Church and Community Recreation 


to be master. Period of teasing, bullying, brag- 
ging, and fighting. Girls show pride in dress and 
possessions and make hateful comparisons. Inter- 
est is strong in collecting, constructing, nature 
study, and traditional games. The morality of 
this period is akin to that of the Old Testament, 
personal rights, justice, fair play, eye for eye, 
insistence on others playing according to the rules. 

General principles for the use of director or teacher: 
Do not criticize, but encourage freely. Have no 
team games unless the children start them. Pro- 
vide apparatus and playthings and suggest things 
to do, but do not put any highly organized play in 
rehearsal. Play must be varied and of a kind in 
which interest is centered in the outcome. Stress 
dramatics, collecting, constructing, and games with 
long traditions (marbles, shinny, kites, etc). 

Classified list of play and playthings: 

Free play for both sexes: Swing, seesaw, swimming, 
coasting, climbing, skating, ball toss, hoop, bal- 
ance board. 

Distinctive boys’ play: Marbles, shinny, old goose, 
tumbling, wrestling, archery, mumblety peg, push- 
mobile, bow and arrow, sling, boomerang, one old 
eat, football kicking. 

Individual competition for both boys and girls: Best 
period for games of chase, hunt, throw, and shoot, 
such as tag, hide and seek, marbles, bean bags, 
toss jacks, ringtoss, pots (bounce ball and step), 
hopscotch, knacks, circle games, sense test play 
(whose voice, ete.), riddles, puzzles, anagrams, 
“stumps” and “dares,” dominoes, crocinole, social 
games (hunt ring, blindman’s buff, buzz, etc.), 


Working Principles 63 


singing games. (See book by W. W. Newell and 
Alice B. Gorme. ) 

Making and owning: The desire to make useful 
things begins. For both boys and girls—Sand 
play, building blocks, clay, rattan, bubbles, mag- 
net, magic, stamp collecting, pets, coloring pic- 
tures, easy drawing. Dustinctive play for boys— 
Dig caves, build dams, water wheel, raft, tent, 
playhouse, tree platform, whittle, arrows, snares, 
popgun, kites, knots and cords, traps, printing 
outfit, whistles. Distinctive play for gurls—Begin 
to sew doll clothes, crochet, make paper dolls, cut- 
ting and pasting, knitting, playing house, bead 
stringing. 

Imitation play is at its height: Boys play driver, 
engineer, Indian, ete. Girls play mother, parties, 
calls. Both like acting stories and dramatics, toy 
instruments, rote songs, singing games, folk 
dancing. 

lifth period: Later childhood—Ages ten to twelve. 

This golden age of childhood is the most 

important period in elementary education. 

Characteristics: Physical—Period of greatest physi- 
cal vitality and ability to resist disease. Weight 
increase greater than height. Great physical activ- 
ity. <A time for storing energy. Mental—Best 
time for memorizing, drilling, forming habits, and 
developing character. Increased desire for 
freedom, personal rights begin to be asserted by 
testing parental authority. There is a lessening 
interest in adults and more attention paid to 
friends. A beginning is made in forming clubs, 
secret societies, and gangs. A marked interest in 
adventure, war, and exploration. 


64 


Church and Community Recreation 


Hints to parents and teachers: Exercise firm control. 


Select playmates carefully. Provide plenty of 
activity for body and mind. Emphasize exercises 
of skill, running games, jumping, and climbing, 
hunting, camping, collecting, pets, mechanical and — 
geometrical puzzles. Do not rehearse highly organ- 
ized games yet. 


Classified list of play and playthings: In athletics, 


use informal trials of speed and skill through short 
dashes, jumps, throws, and low hurdles; mass ath- 
letic competition, interclass and school; athletic 
tests. In gymnastics, give to both sexes song 
drills; simple exercises on apparatus; emphasize 
folk dancing and marching for girls; knacks, 
simple tumbling, wrestling, low wire walking, bag ~ 
punching, and fencing for boys. In aquatics, teach 
them all to swim and give beginners swim test; 
teach them all how to handle boats and canoes. 
In games, both sexes can play simple team games, 
such as circle ball, dodge ball, end ball, minton, 
long ball, soft baseball, and soccer. Lawn games 
suitable for both sexes are: croquet, hopscotch, 
ringtoss, pots, tether ball, archery, golf croquet, 
brivet, tennis. In addition, have girls play jacks 
and jump rope, and boys play shinny, marbles, 
quoits, tenpins, lawn bowls, old goose, leapfrog, 
and duck on rock. This is the best time for mass 
games, such as tag games, hide and seek, circle 
games. Outing features for both sexes—Hikes, 
collecting, nutting, berrying, skating, coasting, 
camping, wheel and horseback riding. In addi- 
tion, boys may hunt with air gun, use stilts and 
kites, and girls do folk dances, climb, hike, swim, 
skate, and take short runs. Best social recreation 


Working Principles 65 


for this period—Story-telling and acting, parlor 
and social games, toasts, roasts, candy pulls, table 
games, ping-pong, dominoes, parchesi, pit, educa- 
tional games, and club work. This is also the best 
age for handwork—drawing, modeling, pottery, 
basketry, pets, gardening, use of tools by boys, and 
sewing, knitting, crocheting, etc., by girls. 

Note: It is worthy of mention that the Youth’s Com- 
panion, as the result of its investigation, found that 
so-called educational toys have been a failure and 
that the greatest call in this age zone is for tools 
to make things with that are useful. The most 
popular were the fret saw, camera, microscope, 
telescope, magic lantern and miniature engines. 

Siath Period: Beginning adolescence—Ages thirteen 

to fifteen. 

Characteristics: Physical changes are pronounced. 
Childhood ends, marked development of sex, time 
of rapid growth in height, awkwardness striking, 
interest in games narrows, great physical activity 
for boys and less for girls. Mental traits that now 
appear are conspicuously noticeable. The period 
of greatest nervous disorders, self-consciousness, 
uncertainty, accompanied, nevertheless, by a 
hiking to “show off.” The instinct of imitation 
shows new tendencies. A disposition to follow 
suggestion appears, especially to become a satellite 
of one who can do physical feats. There is sen- 
sitiveness to praise or blame, lapses into reverie, 
a keen sense of humor and slang, strange contrasts 
(mischief and altruism, criminality and idealism). 
Reason and memory are strong, the sexes repel 
each other, the desire to read is at its peak, inter- 
est is strong in music, rhythm, money, trading, pets, 


66 Church and Community Recreation 


clubs and gangs (the club has greater influence than 
the home, school, or church). Time of highest sus- 
ceptibility to religious influences. 

Advice to teachers and parents: Be patient with all 
awkwardness. Encourage team and club activi- 
ties, and see that they are kept wholesome. Set 
a good example in personal prowess. Do not mix 
the sexes in play. Emphasize progressive exer- 
cises and fair play. Church recreation leaders 
should get many to commit themselves to religion. 

Classified recreation for this period: Organized ath- 
letic contests should begin, but emphasize field 
events and short runs and not contests that involve 
strength and endurance tests. Gymnastic drills 
and easy apparatus exercises. Boxing and wrest- — 
ling for boys and folk dancing for girls. Short 
swim races, diving, instruction in life saving. 
Start team play: Best games for boys are baseball, 
soccer, hockey, handball, basketball, volley ball; 
for girls, field hockey, volley ball, captain ball; for 
both, tennis, golf, squash, badminton, quoits. 
Mass games are interesting only on certain 
occasions. The outing, social, and handwork fea- 
tures of the previous period continue to be used 
with even greater interest, especially the work by 
the boys in manual training, electrical toys, and 
devices such as the radio. They begin to like these 
three types of recreation even more than games and 
athletics. 

Seventh Period: Later adolescence—Ages sixteen to 
twenty-two. 

Characteristics: The high school and college period. 
Increase of physical strength and endurance. The 


Working Principles 67 


period of greatest athletic competition. Great 
psychic expansion. ‘The period of life’s greatest 
choices, self-support, leaving home, “‘puppy love,” 
and marriage (the average age of marriage in 
America is nineteen for boys and seventeen for 
girls). 

Advice to teachers and leaders: Leadership should 
be suggestive in method rather than arbitrary. 
Appeal for loyalty. This is the time for ‘‘mixed 
doubles” in play. Emphasize social play features 
for mixed groups and the major sports in competi- 
tion. Since this is the time of greatest athletic 
activity, the whole wide range of sports can be 
used for boys. Gurls, also, have a rather large 
list to select from, and even a modified form of 
track and field athletic competition may be used 
if as great care is taken in preliminary training 
as is taken with men. The types of sports, how- 
ever, that are really best for this age zone are 
tennis, swimming, boating, volley ball, soft base- 
ball, and girls’ basketball, skating, wheeling, ski- 
ing, horseback riding, and camping. 

Eighth Period: Maturity—A ges twenty-three to tharty- 
five. 

Characteristics: Early married hfe. arly busi- 
ness or professional interest for men and home- 
making for women. Business and home interests 
come first and sports are secondary. 

Suggestions for use in the choice of recreations for 
this period: Select one or two of the most interest- 
ing forms of active sport to counteract the grow- 
ing tendency to sedentary kinds of relaxation, 
such as theater, literature, and music. The best 


68 Church and Community Recreation 


ones are: tennis, squash, golf, handball, gym work, 

bowling, swimming, skating, boating, gardening. 

Ninth Period: Middle Infe—Ages thirty-five to fifty- 
ve. 

a eee Age zone of the greatest number of 
deaths from organic diseases (heart, lungs, kid- 
neys, blood vessels). Its later years are years 
of physical uncertainty due to functional changes. 
Overwork and worry are common because the 
chase for wealth and position is so strenuous. 

Recreational suggestions: Under no circumstances 
should active exercise be discontinued, preferably 
in some interesting and moderate form. For men: 
golf, swimming, volley ball, handball, squash, © 
bowling, curling, shuffles, quoits, horseback riding, 
camping, fishing, hunting, and gym work. For 
women: swimming, hiking, golf, bowling, boating, 
fishing, camping, calisthenics, gardening. 

Tenth Period: Old Age—Ages fifty-five and over. 

Characteristics: Period of physical decline and con- 
servation of energy. The age of mental virility 
(maximum sixty to seventy). 

Recreational suggestions: Private calisthenics, swim- 
ming, boating, walks, croquet, bowls, archery, fish- 
ing, golf, gardening, sponge ball. 


No attempt has been made here to exhaust the list of 
recreations suitable to any of the periods. The earlier 
age zones are covered more fully than the later. Mature 
persons are abundantly competent to choose the social, 
sedentary and art types of recreation of which they are 
fond. Their chief need is the constant re-enforcement of 
their powers of resistance to the constant pressure of age 


Working Principles 69 


to discontinue all regular physical exercise for the rest of 
their lives. Few men win this battle who did not take 
an interest in active sports in earlier life. The advice 


of a physical director is well-nigh indispensable to 
such men. 


CHAPTER V 
QUALIFICATIONS oF PLay LEADERS 


Ir must not be supposed that all the good things that 
have been said as to the value of play for children are 
true everywhere under all conditions. The play of chil- 
dren and adolescents must be supervised and directed in 
a wise and intelligent way to get good results. 

During the early years of the playground movement, 
communities that became enthused over the new emphasis _ 
on play were willing to set aside space for playgrounds 
and equip them with apparatus, but it was often difficult 
to persuade them to provide teachers and directors. ‘Teach 
children how to play? Absurd! You might as well pro- 
pose to teach a duck to swim. Why, sir, play is as natural 
for a child as walking.” Even Theodore Roosevelt took 
this attitude at first. Experience taught him, however, as 
well as many others, that although children may play 
without being taught, they play better and get much more 
benefit when they play under trained supervision. 

The need of play direction is easily proved. Play- 
ground after playground with no play director in charge 
has turned out a complete fizzle. The authorities closed 
them and pronounced the new play movement a failure. 
Experienced playground workers got permission to man- 
age some of these same grounds, and in a short time 
gave a demonstration of their worth as character-train- 
ing schools. The conduct of the playgrounds as play 
schools with regular schedule of classes and all the other 

70 


Qualifications of Play Leaders Cae 


aids to systematic instruction accounts for some of this 
difference, but most of the credit should be given to the 
instructor himself. One authority declares that the most 
successful school playgrounds have not had much equip- 
ment, nothing, indeed, beyond the simple facilities 
required to play games, but they have had especially 
competent play directors. 

As between elaborate equipment in the charge of a 
caretaker and simple equipment at the disposal of a 
trained director, communities and churches should decide 
in favor of supervision. Results will depend upon the 
personality of the play leader or recreation director. If 
he knows and loves his work he will make such good use 
of the facilities in hand that ways and means will be 
found to honor his requisitions for additional equipment. 

This advocacy of its entrance into the recreation field 
puts up to the church the question of employing another 
paid specialist, full or part time, or of making use of 
the best unpaid talent which it can secure. Of course, 
only the larger churches will be able to employ a full 
time recreation director. In all other churches these 
activities will have to be in charge of the pastor or his 
assistant or of volunteers. 

Volunteer help here as elsewhere is not apt to be 
efficient unless the volunteer is unusually enthusiastic. 
The best method to pursue is to appoint the most pro- 
nounced devotee of a sport available as manager if the 
director wishes to promote that kind of recreation. 
Another method, is for a small committee to agree to pro- 
mote one form of recreation. The fact everyone is inter- 
ested in some kind of recreation makes the task of secur- 
ing recruits for recreation committee service not so diffi- 
cult as it is to get people to serve in some other lines of 
church work. Churches restricted to old types of church 


72 Church and Community Recreation 


activities have no job to offer such of their members as 
do not feel qualified to do distinctively religious work. 
Recreational work will provide a large and varied field 
of service for those who cannot or will not preach, teach, 
speak in meetings, or do “‘personal work.” 


RECREATION Work AS A PROFESSION 


Churches which can foot the bill should engage a man 
with a diploma in physical education; for the marked 
success of the modern recreation and play movement has 
developed a new teaching profession, whose province is 
as important and varied as any other department of teach- 
ing. A department of physical education is part of the 
curriculum of many colleges which is in charge of a full 
professor, under whom are instructors and coaches as 
in the other college departments. In many cities, super- 
visors of playground systems are city officials, under whom 
are directors of playgrounds with play leaders under 
them. Supervisors of physical education belong to the 
public school systems of our cities, with physical directors 
under them for each school. Recreation directors serve, 
also, in community and social centers, physical directors 
in **Y” work, athletic directors in clubs and institutions. 

To supply these demands, normal schools have insti- 
tuted courses leading to bachelor’s and master’s degrees 
in physical training. Prominent colleges have four-year 
courses in physical education, on the completion of which 
they give the degree of Bachelor of Science. The calling 
is now on a dignified and permanent basis, quite on a 
par with the older professions of law, medicine, theology 
and teaching. 

An idea of the educational requirements prescribed in 
the normal course designed to prepare men for the higher 
positions in this profession may be obtained from the cata- 


Qualifications of Play Leaders 73 


logue of these physical education schools. The studies 
include chemistry, biology, anatomy, physiology, hygiene, 
pathology, physical diagnosis, genetics, eugenics, soci- 
ology, pedagogy, anthropometry, first aid, psychology, his- 
tory and philosophy of play, administration, and the tech- 
nique of all recreation activities. 

The specific knowledge and ability required of an ex- 
ecutive in playground management may be gathered from 
the civil service examination given by large cities to pro- 
spective playground supervisors. The requirements in 
one city (Detroit) fall under four heads: (1) Education, 
practical experience, administrative and teaching ability 
—20 points maximum. (2) Theory and methods of play- 
ground supervision—30 points. Under this head, such 
tests as these are given: (a) Characteristics of age zones 
and kinds of play to given them. (b) How to organize 
competitive athletics within playground limitations. (c) 
How to organize activities and assign duties to each 
worker from November to April, given the use of fifty 
school playgrounds, three large playgrounds with thirty 
workers, and the use out of school hours of all the gram- 
mar school buildings and six branch libraries without 
equipment. (d) Outline a course of study covering 250 
hours for those under you and tell how you would go 
about to discover their vital traits. (e) How would you 
first learn the needs of employed boys in each neighborhood 
and then get your assistants to meet these needs. (f) 
Given a space 200 by 300 feet, draw to a scale of 50 feet 
to the inch the layout of a baseball diamond, a tennis 
court, and two basketball courts; also list and space $500 
worth of apparatus on your diagram. (3) Take charge 
of a group and tell how you would direct their play for 
20 minutes. [This answer is marked on choice, method 


74. Church and Commumty Recreation 


and ability.] (4) Demonstrate form and proficiency in 
the dash, broad jump and chinning. 

Any young person who is considering the recreational 
directorship as a life work should give scientific courses 
the preference in high school and college, and then take 
a normal course in physical education. He will get much 
practical knowledge and experience by taking some minor 
position in playground, community center, or club work 
during vacations and at spare times. 

Below is given a list of well-known technical schools of 
physical education. Besides laying a general foundation, 
most of them train their pupils for special lines of work, 
such as schools, or playgrounds, or colleges, or clubs. As 
yet no School of Recreation aims to teach and do prac- 
tice work in every branch of recreation listed in the classi- 
fication pages of this book. The great need just now is 
to supply workers in the special.departments of play su- 
pervision. As the demand for men competent to direct 
community-wide work increases, some of these schools will 
be obliged to extend their facilities so as to give such a 
course. 

The Y. M. C. A. College, Drexel Ave., Chicago, Ill. 

International Y. M. C. A. College, Springfield, Mass. 

The Sargent School of Physical Education, Cambridge, 
Mass. 

New Haven Normal School of Gymnastics, New Haven, 
Conn. 

The Savage School of Physical Education, 308 W. 
59th St., New York City (especially for New York City 
public school workers). 

Central School of Hygiene and Physical Education, 
610 Lexington Ave., New York City (exclusively for 
women and especially for Y. W. C. A. workers). 


Qualifications of Play Leaders 75 


American College of Physical Education, 4200 Grand 
Boulevard, Chicago. 

Normal School of Physical Education, Battle Creek, 
Mich. 

Normal College of the American Gymnastic Union (es- 
pecially for directors in German-American gymnastic so- 
cieties), Indianapolis, Ind. 

Posse Normal School of Gymnastics (Swedish system), 
Boston, Mass. 

Many large colleges and state normal schools provide 
excellent normal courses in physical education, and sev- 
eral large cities train their own school teachers and phy- 
sical directors. A prospective recreational director should 
investigate such opportunities near his home. 

No school makes a specialty of training recreation d1i- 
rectors for churches. This may be done by theological 
schools. One of them for the past ten years has been 
doing a little in this line (Drew Seminary, Madison, 
Narehels 

There are a great many short term summer courses. 
These are good for intensive training. If a person who 
feels drawn toward this profession is uncertain about his 
adaptability for it, he would do well to attend one of these 
summer schools and try out his ability. 


Quairies A Recreation Worker NEEps 


The qualities needed vary according as the post held, 
upon whether one is a teacher, a director or an executive. 
Practical teachers, instructors and coaches occupy the 
same relation to this work that the teachers in the schools 
do to the school system. Similar qualities are needed, the 
most important of which are knowledge of the subject, 
teaching ability, a pleasing personality, eager interest in 
pupils, tact, enthusiasm and exemplary conduct. 


76 Church and Community Recreation 


In addition to these, the physical director, even in pub- 
lic school work, needs another quality not expected of a 
teacher in the ranks—the executive ability to organize and 
promote public programs. 

The work of professors of physical education in col- 
leges, supervisors of playground systems, directors of 
community center work, is almost entirely administrative: 
organizing events and courses, assigning assistants their 
work and attending to publicity and business details. 

Churches that decide to employ a recreation director 
should look for a combination of physical director and 
community center worker. A church recreation director 
must be able to plan and promote not only games and 
sports, but social, literary, musical and club work as well. 
He must do the work of instruction himself in any and 
all forms of recreation that he promotes. This calls for 
both teaching and executive ability. In addition he must 
have what none of the other positions require—to such a 
degree—a high religious ideal and a missionary motive. 
He is in as strong a position to mould the character of the 
young people of the church as any other person con- 
nected with it, and he must be zealous to use his excep- 
tional opportunities to the best advantage and show his 
charges the way to live spiritual lives. He must be more 
the sincere religious worker than he is the recreation di- 
rector. 


CHAPTER VI 
RECREATIONAL MANAGEMENT 


In the present pioneer stage of church recreation work 
it is impossible to limit the outline of practical plans and 
methods in the following pages to what has been or is 
being done by churches. Church recreation directors must 
be governed by the results of the best experience in other 
fields. These will be stated as briefly as possible, in order 
that the church worker may have at hand for reference the 
essentials in planning, managing and conducting. 


STUDYING THE FIELD 


It is desirable that the recreation director of any church 
should make a study of the recreational facilities and 
activities of his community, and it is quite necessary for 
those who have community-wide responsibilities to do 
so. Such a survey will provide valuable information of 
use in arousing the interest of the people in organized, 
supervised recreation. 

Such a study should acquire at least the following in- 
formation: (1) Population; (2) location of racial and 
industrial groups; (3) number, kind and location of gym- 
nasiums, halls, ball fields, parks, commons, open spaces, 
streams, forests, hills, clubs, libraries, museums, schools, 
social centers, movies, dance halls, pool rooms; (4) how 
the present facilities are used and conducted; (5) whether 
the commercialized amusements are censored, orderly, 
sanitary, and of good or ill repute. 

77 


78 Church and Community Recreation 


It is especially important to find out as much as pos- 
sible concerning how the people spend their leisure, adults 
as well as children. Detailed information is easier to 
obtain in the case of children. In some cities the chil- 
dren have been induced by their school-teachers to write 
out daily for a week everything they played. ‘Then com- 
petent observers were set to watch the children at play on 
the streets and by-places and at all the squares where 
people congregate. These investigators noted down the 
numbers and ages, and whether conditions were good, bad 
or doubtful. 

The results of one such study reported by Gates is here 
ziven : 

Half of the children observed were idling or aimlessly 
walking or “hanging around.” Half were on the streets. 
Others were in backyards or vacant lots, and only five per 
cent were found in well-conducted playgrounds. Prac- 
tically the only games played by the boys were baseball 
and football, and tag and hide and seek by the girls. 
Thirty-five per cent of the children were in the habit of 
attending the movies once a week; yet only 20 per cent of 
all those who attended the movies were children. 

A similar study in Springfield, (Ill.), several years 
ago, showed that practically all children attended the 
movies twice a week; 86 per cent of the boys and 84 per 
cent of the girls attended the regular theater once a week 
in the season, and that 40 per cent of the boys and 48 per 
cent of the girls attended dances held in hotels. 

A study of this kind conducted by the church recreation 
director soon after his engagement, embracing the area of 
influence covered by the church, will be certain to result 
in valuable talking points and probably reveal conditions 
that it is well for the church to be posted about, which have 
hitherto escaped notice. 


Recreational Management 79 


Factors NECESSARY TO THE SuccESSFUL CONDUCT 
oF RECREATION 


In conducting the various play activities for children 
in public playgrounds, it has been found that success in 
this matter is measured by three factors: (1) attendance ; 
(2) the degree of spirit shown by the children in their 
play; (8) organization and management. 


1. Attendance 


Numbers is not the measure of success for all play, for 
some forms of play are best suited to small groups; but 
where there is a large potential clientele, as in the case of 
a public playground, small attendance is proof of inex- 
perience or willful negligence on the part of those in 
charge. The conditions required to obtain good atten- 
dance are: 

(1) The playground should be located within a quar- 
ter mile for children up to six years of age; within a half 
mile of those between six and twelve, within three-fourths 
of a mile, for those from twelve to sixteen, and not over 
a mile for others. 

(2) The equipment has something to do with attend- 
ance, but not as much as most people think. The novelty 
of the apparatus soon wears off, for most children, and 
then nothing but interesting games will hold them. In 
mild weather young children are attracted by sand bins, 
swings, teeters, slides and giant circles. In very hot 
weather the only things that attract them are shade, wad- 
ing, the shower, and swimming. 

(3) Systematized play under competent direction. 
Curtis relates the experience of one school playground that 
is typical. While a trained kindergartner was in charge, 
the average daily attendance was 400, but when she left 


80 Church and Community Recreation 


and the janitor was in charge merely to maintain order 
the attendance dropped to 20. Children are accustomed 
to being directed in school. However much they profess 
to dislike being “bossed,” they soon learn that system, 
order, and good spirit double the pleasure they derive from 
their play, and that when interests clash there must be 
someone to act as arbiter or judge or friend. 

The term ‘competent direction” implies that the di- 
rector’s personality is acceptable as well as his work. He 
must be able to impress the children favorably when he 
calls at the schools or the homes to enroll them in definite 
activities at definite hours. 


2. The Spirit Shown 


The second determining factor in estimating play- 
ground success is the extent to which the director is able 
to keep all present engaged in wholesome play and main- 
taining proper deportment. 

(1) In many places it has been found necessary to 
continue the school practice of insisting on cleanliness. 
One of the best means of accomplishing this is by award- 
ing the post of honor to the neatest. 

(2) Friendliness and courtesy are not usually promi- 
nently associated with play. Play is closely associated with 
contest and so with opposition and conflict. It emphasizes 
self-assertion rather than a consideration of others. Now, 
both these sets of opposing qualities have their merits, and 
it often becomes a real problem when and how to find a 
proper outlet for each in turn. For example, courtesy 
cannot be expected in boisterous, exciting games in which 
the main object is personal prowess. On the other hand, 
“Copenhagen,” “clap in and clap out” and May parties 
which offer opportunity for training in courtesy are not 
much in favor with children after a certain age. The 


Recreational Management 81 


more successful way to promote the habit of courtesy is 
through such forms of recreation as folk dancing, skating, 
coasting, hiking and high ideals in club work. Often a 
spirit of unfriendliness can be overcome by placing two 
such opponents on the same team and thus making them 
allies. 

(8) Courage and determination must be cultivated 
early in life. The determination to overcome difficulties 
and the courage to face personal risk are first-rank qualli- 
ties of character. Many children are diffident, fearful and 
shrinking, and if they do not overcome these weaknesses 
early through play they will be handicapped throughout 
life. The best way for them to develop courage is by 
learning to hold their own in gruelling contests with their 
equals and by feats of endurance, not too taxing, like 
long hikes. With young children, the story hour offers a 
good opportunity to hold brave characters up for admira- 
tion, but that should be followed by practice work in the 
play laboratory. 

(4) Joy and good cheer are great life builders. Few 
qualities are so desirable. Everyone should seek to culti- 
vate them to his limit. The tense situations that arise in 
closely contested sports afford other good results, but can- 
not be said to promote good cheer. Those who devote all 
of their play time, therefore, to the highly organized con- 
test sports are more liable to develop a case of “nerves” 
than a jolly disposition. As this is especially true in child- 
hood, the wise teacher will be on the watch for these 
symptoms, and plan to sandwich the milder forms of play 
and those with an element of humor, in between the more 
strenuous games. ‘The following are recommended: 
stunts, knacks, joke games, clowning, swat around the 
circle, long ball, punch or kick baseball, circle ball, funny 
attitude races, etc. If a player loses his temper in a 


82 Church and Commumty Recreation 


strenuous game, cheer him out of the mood. A little 
‘“Jollying” sometimes helps. Point out to him that he is 
making a fool of himself and that the best players are 
those who can keep their temper. 

(5) Loyalty and codperation begin to show strongly at 
early adolescence in the rise and spread of the gang spirit. 
Before that age, children are individualists and do not do 
well at team play. From this time on, team play is most 
attractive. The team, the club, the gang then mean most. 
Yells, team colors, badges or uniforms, team records, 
photos and write-ups in the paper are all-important items 
in fostering the qualities of loyalty and codperation. 

(6) How numerous the temptations are to cheat that 
offer themselves in organized games is common knowl- 
edge. Anyone, young or old, whose sense of honor and 
fair play can stand these multiplied tests is a safe person 
to trust. The play director has to bear in mind that these 
are perhaps the most difficult qualities to realize in play, 
at least in bitterly contested match games. There is little 
hesitation shown about cheating by young children playing 
by themselves. The very life of games lies in the exercise 
of quick wit, and shrewdness in detecting the weakness 
of opponents and taking advantage of it. Young children 
cannot withstand temptations to win by hook or crook, 
und thus habits of dishonesty are easily formed by them 
in this way that often remain throughout life. Parents 
are most to blame for these early lapses into dishonesty. 
They should regard the play of children as a serious mat- 
ter and keep a watchful eye on their games to check any 
violation of the rules. 

Play leaders have sought to develop a standard of 
honesty and fair play in one of three ways: (a) by pen- 
alizing breaches of the rules; (b) by clean sport propa- 
ganda; and (c) by giving credits for good conduct. 


Recreational Management 83 


(a) The Penalty Method.—In large playground sys- 
tems where interplayground contests are held, the stand- 
ing of the teams is not determined by the scores and rec- 
ords alone. Ten points are added in one city to any team’s 
score if they play fair, not disputing the umpire nor 
“ouying”’ their opponents. If the home ground rooters 
are guilty of stoning, calling names or any other abuse of 
a visiting team, the score of that home team is cancelled 
and that playground is not allowed to compete in the 
annual interground meet held at the end of the season. 

In some other cities interground games are scored on a 
percentage basis, 40 per cent for winning, 35 per cent for 
sportsmanship, and 25 per cent for reliability. Sports- 
manship infractions are penalized by deducting 10 per 
cent for fighting, 8 per cent for swearing, 7 per cent for 
insulting remarks,.6 per cent for quarelling, 5 per cent 
for cheating or taking advantage of the laxity of officials, 
2 per cent for disputing decisions, boisterousness, balling 
out a team mate, slovenly appearance, or a lack of grit 
when losing. Deductions for unreliability are made for 
such offenses as failure to appear within fifteen minutes 
of the scheduled time, failure or dishonesty in register- 
ing, putting “ringers” on the team, or changing the bat- 
ting order. 

Other cities that use this plan, change the percentages 
for the different items, allowing for winning 30 per cent, 
sportsmanship 60 per cent, reliability 10 per cent. 

Basing the decision as to the victor on such a system 
does help to reduce the drawbacks usually associated with 
competitive games, and is almost a necessity in general 
playground work. Even in the case of school playgrounds, 
the authorities are enthusiastic over the success achieved 
under this system. One prominent promoter claims that 


84 Church and Commumty Recreation 


it is the most important single factor making for success 
in conducting play activities. 

It is, therefore, disconcerting to learn that other lead- 
ing authorities on play do not favor the penalty method. 
They claim that it appeals to the wrong motive—fear of 
punishment—and that no character formation takes place 
where boy or man go straight because it pays. There 
must be an opportunity, they claim, to exhibit, under the 
direction of an unspoiled conscience, an uncoerced prefer- 
ence for the right course. Instead of fear of the conse- 
quences if they do not, a lively realization that the honor 
of their team, or school, or playground is in their keeping 
and must not be dragged in the mud by them should hold 
them true. Thus there has arisen: 

(6) The Method of Sportsmanship Propaganda.— 
Launch a campaign of education in clean sport, we are 
exhorted, to affect the individual conscience by securing 
the general acceptance of a proper sport standard and at- 
mosphere. Some educators say that the very first thing 
an educational system should do is to assist and encourage 
the pupils to discover a working set of ideas of their own 
in regard to right conduct, and secondly, to bring all the 
resources of the teaching art to their aid in their attempts 
to attain these ideals. If a person of high character, they 
continue, is one who cherishes fine life purposes, such as 
courtesy, honor, fair play, self-control, the longest list 
of “do’s and don’t’s” or set of abstract rules supplied to 
them ready-made, will not do them much good. 

Physical educators understand that the present stand- 
ard of accomplishment in athletics, which is the winning 
of championships, is a wrong standard, since it develops 
ruthlessness and an inordinate love for applause. How- 
ever, they know of no satisfactory substitute way to tabu- 
late, measure, and mark sportsmanship. The only prac- 


Recreational Management 85 


tical proposals to bring about improvement is by educa- 
tion and penalty; some favor one, some both. In a recent 
symposium on the subject one or more of the following 
devices were used in school physical training to secure 
sportsmanship: Loss of game for an infraction of the 
rules, expulsion, five points deducted, strict enforcement 
of the rules, suitable recognition at end of season by ban- 
ner or otherwise, assemblies in the interest of good sport, 
and talks to leaders. 

In the public schools of Detroit, which serve as a model 
of what can be accomplished by a persistent campaign of 
education in clean sport, the following methods are used: 
A monthly bulletin is published on sportsmanship contain- 
ing the best clean sport slogan submitted by pupils; an 
honor list of teams and individuals; incidents of good 
sportsmanship; select athletic stories by pupils; and club 
news of the good sportsmanship clubs in each school. 
There is an honor list of schools; story and poster con- 
tests; clean sport rallies; propaganda by movie films, 
songs and poems. A training course is given for pro 
spective officials; an annual civic sportsmanship banquet 
to which only those with a clean record are invited; and 
newspaper publicity is given to marked cases of clean 
sport. 

Such thoroughness is certain to bring remarkable re- 
sults in any large city. Small communities or a neighbor- 
hood church can use some of these methods to advantage. 

For the information of church workers, let it be stated 
that the Y. M. C. A. has been a pioneer in the cause of 
straight athletics as well as other matters. When their 
Athletic League was organized in 1895, it was for the pur- 
pose of fostering clean sport between gentlemen, and cer- 
tain rules were published which it was the duty of every 


86 Church and Community Recreation 


person connected with the league to observe and advocate. 
They are: 


1. The rules of games are to be regarded as mutual agreements, 
the spirit or letter of which one should no sooner try to evade or 
break than one would any other agreement between gentlemen. The 
stealing of advantage in sport is to be regarded in the same way 
as stealing of any other kind. 

2. Visiting teams are to be honored guests of the home team, 
and all their mutual relationships are to be governed by the spirit 
which is understood to guide in such relationships. 

3. No action is to be done nor course of conduct pursued which 
would seem ungentlemanly or dishonorable if known tv one’s 
opponents or the public. 

4. No advantages are to be sought over others except those in 
which the game is understood to show superiority. 

5. Advantage should not be taken of the laxity of officials in 
interpreting and enforcing rules. 

6. Officers and opponents are to be regarded and treated as honest 
in intention. When opponents are evidently not gentlemen, and 
officers manifestly dishonest or incompetent, future relationships 
with them may be avoided. 

7. Decisions of officials are to be abided by, even when they 
seem unfair. 

8. Ungentlemanly or unfair means are not to be used even when 
they are used by opponents. 

9. Good points in others should be appreciated and suitable 
recognition given. 


Other clean sport rules have been compiled from time 
to time. Milton Fairfield’s Eight Laws of Sport have cir- 
culated widely; “(1) Sport for sport’s sake; that is, for 
the fun of playing rather than from an inordinate desire 
to win. (2) Play within the rules. (3) Be courteous. 
(4) Be courageous. (5) Abide by the decision of the 
officials. (6) Honor the victors but do not deride the 
vanquished. (7) A true sportsman is a good loser. (8) 
He may be proud of success but he has no right to be 
conceited.” 

Recently Hugh Fullerton published in The American 
Magazine “the ten commandments of sport”: “(1) Thou 


Recreational Management 87 


shalt not quit; (2) Thou shalt not claim an alibi; (3) 
Nor gloat over winning; (4) Nor take unfair advantage ; 
(5) Nor be a rotten loser; (6) Nor ask odds that thou 
art not willing to give; (7) Nor underestimate an op- 
ponent or overestimate thyself; (8) Thou shalt always be 
ready to give thy opponent the shade of a doubt; (9) 
The game is the thing and he who thinks otherwise is a 
mucker; (10) He who plays the game straight and hard 
wins even if he loses.” 

Such rules as the above serve an excellent purpose if 
posted and discussed informally. Sport rules, however, are 
like civil laws, we believe: they do not amount to much 
unless enforced. They must be directly associated with 
rewards or punishments or both. In the educational prop- 
aganda method, referred to above, the rewards constantly 
held before the school children are the approval of the 
student body, a place on the honor roll, and at the ban- 
quet. These rewards are by nature much superior to 
personal material prizes, because they are akin to the 
higher type of approval given to adults for signal achieve- 
ment. 

(3) The Credit Method.—Several years ago boys’ work 
secretaries of the “Y” who felt the need of tying sports- 
manship up with mental and moral training devised a 
system of credits, and called it “The Christian Citizenship 
Training Program,” that is worth careful study by church 
and Sunday School workers. It can easily be incorporated 
in the religious education program of the church. The 
specially prepared handbooks that are used in working 
out this method may be obtained at the Y. M. OC. A. head- 
quarters (347 Madison Ave., New York); a similar plan 
for girls is in use in Y. W. C. A.s. 

To show the value of this plan the requirements and 


88 Church and Commumty Recreation 


scoring of the twelve to fourteen-year-old boys are given 
here: 
INTELLECTUAL TRAINING PROGRAM 


The activities required and offered here have as their purpose the 
stimulating of every Pioneer to larger mental growth through 
expression. The results to be expected from school, study, good 
reading, and right use of spare time are emphasized and correlated 
with broadening intellectual interests. 


REQUIRED (R) AND ELECTIVE (£) TESTS—1000 


I. ScHooL 
R—Normal’ Attendance! 4.020 07405 1s cuenta ee 10 
R—Effort—Fair 30, Good 50, Excellent 70.............. 70 
R—Scholarship—Fair 30, Good 50, Excellent 70.......... 70 
E—Participate in 5 elective school activities (30 for each). 150 
300 
II. HeattH Epucation 
R—Read chapter on Health and Endurance............ 50 
R—Talk with parent or authorized substitute on life’s 
OVipin sl 2300s Sa che OA ae cal he ie 50 
E—Pass 4 elective health tests (25 for each)............ 100 
200 
III. SpeaAkina AND Home READING 
R—Make a three minute speech on an assigned topic.... 25 
R—Read 3 books each year from selected list............ 25 
E—Pass 2 elective speaking and home reading tests (25 
for: ach) ils nce feces Ped cn ee eee 50 
100 
IV. Nature INTERESTS 
R—Collect, name, and describe thirty nature specimens 
from water, wood, and fields...................... 50 
E—Pass 2 elective nature interest tests (25 for each).... 50 
100 
V. HAnpIcrAFr 
R—Give evidence that you understand the care and use of 
eight different woodworking or mechanical tools and 
do two hours’ handicraft work.................... 50 
E—Pass 2 elective handicraft tests (25 for each)........ 50 


Recreational Management 89 


VI. OBSERVATION AND COLLECTIONS 
R—Make and offer for inspection collection of 25 labeled 


specimens along any line you are interested in.... 50 
E—Pass 2 elective observation tests (25 for each)........ 50 
100 


VII. EnucatTionaL TaLks AND TRIPS 
R—Give a 300 word or 3 minute report of the last educa- 


tional trip or talk you heard.. 50 
E—Pass 2 elective educational talk and trip “tests (25 

POR OACL) RNee ine Le a waa Av tes oc ee de ey ga 50 

100 


PuysicaL TRAINING ProcraM 


Physical action is the natural expression of health. The activities 
required and offered here are to arouse interest in all forms of exer- 
cise as expression outlets for the joyous overflow of youthful energy 
which will build back into the boy right ideas of true sportsman- 
ship, surer control of himself, and a gradual clearness of under- 
standing of the relationship between physical and spiritual. 


REQUIRED (R) AND ELECTIVE (£) TeEsts—1000 
I. Heattu Hapsirs 


R—Make 6 of the required habits your daily practice... . 90 
R—Posture and cleanliness, 10 Fair, 20 Good, 30 Excellent 30 
E—Pass 2 elective health tests (15 for each)............ 30 

150 


II. CAMPCRAFT 
R—Hike 6 miles into country, build suitable fire and cook 


acceptably meat, potatoes, and cocoa.............. 50 
E—Pass 2 elective campcraft tests (25 for each)........ 50 
100 


III. Team GAMEs 
R—Show reasonable proficiency in at least two team games 


and play at least 8 times in team games........ 75 
E—Pass 3 elective team tests (25 for each).............. 75 
150 

IV. Group Games—150 
R—Know and play at least 10 different group games.... 90 
E—Pass 2 elective group game tests (30 for each)........ 60 


90 Church and Commumty Recreation 


V. AQuaTics 
R—Be able to dive into water and swim at least 15 yards 
R—Demonstrate at least three methods of rescue and 
release ....... Me Pes p 2) 
E—Pass 5 elective aquatics tests (20 ‘for each)... «ie ata 


VI. ATHLETICS 
R—Perform 10 required athletic events ea he inn 
Page 99).. fe oe eT ae 
VII. Pirystcau EXAMINATION 
Have a thorough physical examination by a reputable 
doctor Dae ee) Aaa 


DEVOTIONAL TRAINING PROGRAM 


50 
100 


100 


By undertaking the tests required and outlined here the boy 
through action impresses himself with the spirit of Christianity. 
He teaches himself the fundamental principles of Christianity 
which will color his play-life, stimulate his thinking, guide his 


spirit of service, and determine his contribution to life. 


REQUIRED (R) AND ELECTIVE (£) TESTS—1000 


I. Pustic WorsuHip 
R—Attend regular Sunday church saifone (2 credits for 
each service attended). . a 
R—Volunteer some definite service to your Pastor, ‘in- 
volving at least eight hours. . 
T=—Pass 2 elective public worship tests (25 for each)... 


II. Gop 1n Nature AND ART 
E—Pass 4 elective nature and art tests (25 for each).... 


III. Cuurcn Scuoot Loyauty 

R—Attend your church school Rane (2 credits for each 
attendance) ..... Wee Se at Ye 

R—Attitude toward class work... 

R—Assume some definite class or - church ‘school responsi- 
bility. +; 

E—Pass 2 elective ‘church. school loyalty ‘tests (25 for 
each) eH AF ee et 


Recreational Management 


IV. KNOWLEDGE OF THE BIBLE 
R—Ability to turn readily to a given chapter and verse. . 
R—Tell who your favorite Bible hero is and why...... 
E—Pass 2 elective Christianity tests (25 for each) ..... 


V. Story or CrRISTIANITY 
R—Tell your group what the coming of Christianity has 
meant to some country such as Korea, vals 
India, Africa. . Some 
K—Pass 2 elective Christianity tests (25 for each). Mane 


VI. My Cuyurcu anp I 
R—Take a course of study in relation to “My church 
andl" ,,; oN es, eee 
E—Pass 2 elective church tests (25 for each). LN LP Un 


VII. Datty Devotions 
R—Give time regularly to daily Bible aay and prayer. 
E—Pass one elective devotional test. een : 


SERVICE TRAINING PRoGRAM 


The whole purpose of the tests and activities under Service and 
Service Recognitions is to train a boy to do his part. He learns how 
to serve others by serving. The joys which come in return 
for service well done stimulate him to further efforts and watchful- 


ness for chances to serve. 


REQUIRED (R) AND ELECTIVE (E) TESRS—1000 


I. Home SERVICE 
R—Give evidence from your parents that your home 
discipline and relationships are satisfactory........ 
E—Pass 4 elective home service tests (25 for each)...... 


Il. Tue OrHer FELLow 
R—Render some community service and make a definite 
sacrifice in time, money, or labor for someone more 
needy than SOTHO. 
E—Pass 3 elective “Other Fellow” tests (25 for each).. 


92 Church and Commumty Recreation 


III. Turirt 
R—Show that each year you are earning, saving, and giv- 
ing systematically and that you have occasion 
to do certain necessary spending under wise direc- 
WON bok els ON Oe ee ae ae ae 
E—Pass 3 elective thrift tests (25 for each)........ 


IV. OssERvING VOCATIONS 
R—Investigate 10 vocations common to your locality and 
tell your group which two interest you most and 
WIG ey Sia isl ad hoe) pial a cee al a eae a 
E—Pass 2 elective observing vocations tests (25 for each). 


V. CiTizENsHIP 
R—Give the origin and history of the American flag and 
explain the respect that is due it under different 
circumstances? oes 6of 25. wer a La ee 


VI. Wortp BrotHERHOOoD 
R—Name at least 6 nationalities that are now very com- 
mon in America and tell some of the splendid 
characteristics of each, «;.. 2.1 tha ts cieanee ana 
R—Suggest 2 ways in which any boy can help promote 
a better feeling of brothefhood.................. 
E—Pass one elective brotherhood test.................. 


VII. Tratnina For SERVICE 
R—Attend at least 5 meetings of your group when a 
“Training for Service” activity is conducted...... 
K—Pass 3 elective training tests (25 for each).......... 


Service RecoGNiTions 


The heart of the Christian Citizenship Training Program is 


Service. 


The numeral worn in the center of a boy’s insfgnia indicates 
the total number of types of service which he has rendered from 


the six below. 


Recreational Management 93 


I. PersonaL Service. (Choice, 2 out of 3) 
(a) Render 10 hours’ personal service to sick, lame, small 
. children, or the like. 
(b) Render acknowledged service in wreck, fire, panic, or 
accident. 
(c) Return lost article to rightful owner or help teamster, 
driver, or pedestrian in road trouble. 


II. Home Service (Choice, 2 out of 3) 
(a) Render 10 hours’ service in home duties, chores, etc., 
without pay. 
(b) Care for younger children for 18 hours, during parents’ 
illness or absence. 
(c) Keep your room or shop clean for a six-month period. 


III. Cuurcu Service. (Choice, 2 out of 3) 
(a) Contribute regularly to the support of your church. 
(b) Assist in church entertainment involving 15 hours’ service. 
(c) Act as librarian, usher, assistant secretary, or the like, for 
a period of six months. 


IV. ScHoot on EmpioyMeEent Service. (Choice, 2 out of 3) 
(a) Aid new pupil or employe. 
(b) Win recognition for unusually well-done work. 
(c) Raise efficiency through your constructive suggestions. 


V. Community Service. (Choice, 2 out of 3) 
(a) Take active part in community gardens, clean-up, fly- 
extermination, etc. 
(b) Usher, patrol, or play in band at some public occasion. 
(c) Do special piece of service for community, sanctioned 
by leader. 


VI. Service to Group. (Choice, 2 out of 3) 
(a) Be elected to class or group office for six months. 
(b) Captain or manage a group team in athletics or swimming. 
(c) Secure five new members for your group. 


VII. Saving Human Lire. (Special Recognition.) 


As complete a course of moral training as anyone could 
ask would result from uniting the Christian Citizenship 
Program with the method of sportsmanship propaganda. 
Here the church would have an advantage over the school 
and college, for college and school are not permitted to 
make such a combination. As a matter of fact, school and 


94 Church and Community Recreation 


college athletics, as now conducted, are marred by dishon- 
esty, commercialism, and professionalism. The colleges set 
the standard for schools and the present practice of hiring 
special coaches, buying expensive equipment, and giving 
excessive expense money and gifts of value indirectly to 
athletes, is not only pernicious athletics but bad morals. 
College presidents and physical educators are wrestling 
with this problem created by the students and alumni. 
When the faculties assume control of athletics and give the 
physical education of the whole student body a worthy 
place in the college curriculum, then we may look for a 
better day in character training through college and high 
school athletics. 

Athletics under church auspices are not likely to go 
to the excesses shown in large schools and colleges, because 
of lack of numbers, but the temptations are there and must 
be guarded against. The church cannot afford to affiliate 
itself in the slightest degree with any of these dishonest 
and unworthy practices. As yet, no church has as prac- 
tical a scheme of all-round character training as the “Y” 
programs mentioned above. The nearest approach to them 
is a schedule of “Through-the-Week-Activities” of the In- 
ternational Sunday School Council of Religious Educa- 
tion (5 Wabash Ave., Chicago), in which a good program 
of activities is suggested, but no system of credits to 
stimulate fidelity. 

(7) Discipline and authority must be maintained in 
conducting play as in other forms of teaching. Public 
playgrounds are open to all comers, and vices must be 
treated with a firm hand. The chief misdemeanors are 
smoking, swearing, excessive yelling, insulting language, 
destructiveness, stealing, obscenity, vulgar talk and ges- 
ture. 

The means that have been found helpful in reducing 


Recreational Management 95 


these vices to a minimum are: (1) Keep everyone busy 
all the time. (2) Choose the quieter games in thickly 
crowded sections. (3) Have mothers present as often as 
possible. (4) Set up some plan of self-government that 
will line the children up on the side of order. (5) Use 
punishments judiciously for infractions. 

For members of teams the most salutary punishment is 
to suspend the culprit from the team for a specified length 
of time. Exclude others from the play features which they 
most enjoy. Occasional vicious and degenerate persons 
must be excluded altogether. Now and then, it is neces- 

sary to arrest one of them, and to meet this emergency 
some one or more playground workers need to be ap- 
pointed special city policemen. 


8. Organzation and Management 


The third element in recreation work required for suc- 
cess is a well-planned and smoothly running organization 
with a well-arranged system of programs and activities. 

In large cities with extensive playgrounds there is a 
great deal of business detail required and a corresponding 
lesser amount in smaller places. Questions of finance are 
always present. Where playground and community cen- 
ter work are carried on by the city, after the annual ap- 
propriation has been allotted, the director must keep his 
expenditures within this allowance. Where such work is 
conducted by volunteer organizations, the money required 
must be secured from the public. In the past tag days, 
dances, special movies, fairs and carnivals have been used 
for this purpose, but there are serious objections to all 
these makeshifts. The very best method of raising money 
for such a worthy public enterprise is to solicit subscrip- 
tions from all good citizens. Select your money raisers 
and make it a rather large group of citizens. Gather them 


96 Church and Community Recreation 


together at a meeting or banquet and let an enthusiastic 
supporter of a similar movement in some nearby rival city 
tell of their experiences and successes. Prepare cards in 
advance with the names of every possible giver in the 
community lsted and the amount hoped for from each. 
Allot to each solicitor a few persons for him to see (not 
over ten) and report at a future meeting. If a contest 
feature is added by organizing the men into competing 
teams, more enthusiasm is often shown, and a greater 
amount obtained. Instead of arbitrarily assigning names 
to each solicitor, allow them as much as possible to make 
their own selections. At Chautauqua, N. Y., the city was 
divided into districts with teams and captains. The issu- 
ance of 25,000 shares of capital stock was decided on and 
these were sold to the members of each family with the 
idea that everyone should own a share. 


LITERATURE ON ORGANIZATION AND MANAGEMENT 


“Recreational Leadership for Church and Community,” 
by Powell. The Methodist Book Concern, 150 Fifth Ave., 
New York. 

“The Practical Conduct of Play,” by Curtis. Mac- 
millan. 

“Community Center Activities,’ by Perry. Russell 
Sage Foundation. 

“Playground Technique and Playcraft,” by Leland. 

“A Course in Play.” The Playground Association, 315 
Fourth Ave., New York. 


CHAPTER VII 
Cuurcu RECREATION 


Tue preceding chapters have dealt with fundamental, 
general principles applicable to all recreation movements. 
The present chapter will deal with church recreation in 
particular. 

Recreation promotion has been so recently undertaken 
by churches that the experimental stage has not been 
passed. An evolution is going on similar to that which 
the Christian Associations, playground, and community 
center movements went through, and much can be learned 
from the early experiences of these organizations. 
lectures. Later the playground movement) began with 
games and free play on outdoor playgrounds or vacant 
lots. Social center work started by making use of public 
school buildings during unoccupied time for lectures, 
club meetings, socials, and games. 

In time each of these movements crossed over into the 
distinctive field of the others, in an attempt to do com- 
munity-wide work in as many activities as they could 
handle. The Community Center movement grew out of 
the War Camp Community Service of the late war. Their 
plan is to erect a community building which shall serve 
as the recreation center for the entire community, all 
ages and classes without regard to creed or race. 

In communities where each of these movements is at- 
tempting to work, duplication and rivalry is inevitable. 
There is danger of repeating the experience that has been 

97 


98 Church and Community Recreation 


such a calamity to the churches in their own immediate 
religious work. <A good working principle is to extend the 
field of operations of a movement already installed rather 
than to start a separate work with different officers and 
management. This principle applies particularly to com- 
munities, medium and small in size. In large and crowded 
cities there is little likelihood of philanthropic leisure- 
time movements stepping on each other’s toes. 

In small places it is still a debatable question whether 
a church should seek to attempt parish or community- 
wide recreation. Speaking from the point of view of com- 
petitive self-interest, the church that will combine a 
strong, well-conducted recreational program, with the Sun- 
day, School and the young people’s work, will get the 
young people of the town. But this may easily lead to 
the kind of church pride that goeth before a church fall. 
If there is only one church, however, in the town, the way 
is clear for this advance. The difficulties met with are 
not appreciably less if a single church attempts to dom- 
inate the community-wide work done in a community 
playground or center. The ideal plan is for all of the 
churches with all other local welfare organizations to be 
represented in the management of a community move- 
ment together. 

Local conditions exercise a controlling influence on 
what a single church should plan to do. If an honest at- 
tempt to organize a real community movement has failed, 
it is much better for a single church to undertake a pro- 
gram of its own than to forego the attempt from fear of 
getting into difficulties. The difficulties met in undertak- 
ing to do a work worth doing are the kind of difficulties 
that the church exists to overcome or struggle against. 
The new type of pastor who has taken courses in phys- 
ical education may be the only one in the community 


Church Recreation 99 


who knows anything about the modern recreation move- 
ment. Certainly he should not beg off from serving this 
cause for fear of creating ill feeling. But he must not 
forget to use a large measure of tact and forbearance and 
unselfishness. 

Many churches have for years carried on well-con- 
ducted recreational work. Every church that is planning 
work in this line should get in touch with some of these 
churches and find out in detail the kind of equipment and 
methods used by them. Churches which are planning to 
build a gymnasium, or hall, or recreation rooms should 
benefit by the experience of other churches and not repeat 
their mistakes. There is considerable variety in the equip- 
ment used by these churches in different places. The fea- 
ture most common is club rooms. Many, also, have gym- 
nasiums. A few are equipped with hand ball and squash 
court, pool tables, bowling alleys, shuffle boards, and ath-. 
letic field. 

The kind of work carried on is regular gym work in 
classes conducted by an employed physical director, ath- 
letic contests, tennis, hikes, camping, scout work, literary 
and musical clubs. Where there is a gymnasium, a special 
fee is charged (usually $2.50 a year for one person or $5 
for a family ticket). 

Reports of the work in these places are most excellent. 
One says significantly, “The only gym in town, it is the 
dominant social and recreational place.” In another 
church, a two-year live recreational program solved the 
dance problem, Sunday School attendance increased 40 
per cent, additions to the church numbered 275, and every 
phase of the church work was stimulated. 

With an instructor and a good gymnasium, physical 
recreation is rather easy to manage. Organized gym 
classes form the basis of a permanent physical program, 


100 Church and Commumty Recreation 


as the experience of the Christian Associations shows. 
The gym is a rallying center round which a great variety 
of attractive activities become possible, and it can be used 
the year round. The value of a gym depends upon its 
size, construction, and equipment. Few churches build 
large enough, and thus repeat the mistake of the early 
“Y.” The pioneer “Y” gyms were located in dark, damp 
basements, with low ceilings and many building support 
posts that interfered with games. (See gymnasium con- 
struction and work in later pages. ) 


RECREATION FEATURES FOR CHURCHES WITH FEW 
FACILITIES 


Where churches have few facilities and little experi- 
ence it is often taken for granted that no recreation pro- 
gram can be promoted by the church. But a program 
composed of many excellent features can be carried on, as 
can be seen by referring again to the classified list of rec- 
reations given in preceding pages. The present church 
social room can be used for recreation provided the ob- 
jections can be overcome of those church members who 
have been brought up in the mistaken belief that God 
desires the only building that a neighborhood can afford 
for recreation purposes to remain idle when it is not in 
use to worship Him. 

It is a rather difficult thing, oftentimes, to persuade 
church members so trained to yield this point. Never- 
theless, their conscience and their common sense must in 
the end recognize the folly of a church building idle while 
desperately needed neighborhood recreation work is with- 
out house or home. The number of churches grows which 
are now asking how they can remodel the present church 
building to meet this newly felt need. 

It is a hard problem to solve, since a satisfactory play 


Church Recreation 101 


room must have smooth, hard walls, protected lights and 
windows, and clear floor space. It is, however, easy 
enough to build a room that is suitable for both play and 
worship. Where new one- or two-room churches are to be 
built this certainly should be done. Otherwise, in most 
places, indoor gym features will have to be minimized and 
the emphasis placed upon outdoor features. One church, 
so situated, has a unique program. All of the societies 
and clubs of the church meet together on the one afternoon 
a week for their group meetings, then they eat supper 
together, and in the evening have either a lecture, concert, 
movie, or social games. 

Inasmuch as play of all kinds and competition make 
their greatest appeal to children of the intermediate de- 
partment of the Sunday School, they should be promoted 
by that department in the school or by the young people’s 
society. Where little supervision is possible, effort should 
be concentrated on the more informal recreations, such as 
hiking, riding, boating, swimming, skating, coasting, and 
track athletics. It is usually not much trouble to get the 
use of a nearby vacant lot or field for games that require 
little attention. 

The thing to strive for is interesting forms of play in 
which both sexes can join, so as to foster wholesome nat- 
ural social relations between them. Some of the best games 
for this purpose are: Volley ball, volley-bounce ball, soft 
baseball, post baseball, hand baseball, foot baseball, cap- 
tain ball, end ball, minton, tennis, feather cork, sponge 
ball, tether tennis, quoits, croquet, archery (arrows and 
darts), relay races, mass circle games, mass tag games. 

Games like these to begin with will foster the play 
instinct best in a single parish or small community, and 
will fully satisfy it for a considerable time. Eventually, 
a desire will develop to compete against other churches 


102 Church and Community Recreation 


and. organizations in more formal sports and games. For 
boys, the choice will be between baseball, basketball, ten- 
nis, and perhaps hockey, soccer, Drew ball, hand ball, and 
wrestling. Boxing, of course, can be safely promoted only 
as an exercise; no exhibitions or competitions should be 
staged. It should be well supervised, only two-minute 
bouts allowed and no decisions given as to the winner. 

Girls’ competitive meets can be held in soft baseball, 
volley ball, basketball, field hockey, post baseball, tennis, 
captain ball, end ball, minton, sponge ball. In conducting 
athletic meets for girls, do not put on men’s sports, but 
events distinctively adapted to girls such as are listed in 
the later section dealing with track and field athletics. 

The best kind of mass games for children of the pri- 
mary department are tag games. The most popular are 
pull away, three deep, link tag, pummel, whip, cross, duck 
on rock, bull in ring, Ruth and Jacob, cat and mouse, 
captain ball, dodge ball, circle ball. 

The principles to be kept in mind in selecting games 
and other play activities are these: What games are safe 
for the group in mind; are few or many to participate; 
are they suitable for both old and young; do they require 
little equipment; and are they adapted to team or group 
competition. 

The play program of one church with a back lot large 
enough for a tennis court and some room left over is to 
start with informal games in volley ball, volley-bounce, 
soft baseball, hand baseball, foot baseball, soakim, feather- 
cork, sponge ball, post baseball, circle ball, quoits, croquet, 
dart archery, circle games, and relay races. Later on 
competition in some of these games will be arranged with 
other churches and groups. 

Primary age children are numerous in the neighbor- 
hood, some simple playground apparatus that will take 


Church Recreation 10a 


up little room can be provided; but care should be taken 
that it is not set up at points that will interfere with the 
team and group games. The best pieces are a swing, a 
slide, a teeter, and a sand bin. If little supervision can 
be given to children’s play, it is recommended that a play 
space be set aside for younger children that has these four 
pieces of apparatus installed and the five additional in- 
expensive ones described in the chapter on playground 
equipment. 

Pastors and other inexperienced workers should not 
become disheartened by their discovery that promoting 
play is a serious business and say to themselves that they 
are too incompetent to undertake anything in that line. 
Any person of good common sense can start in a small 
way with something simple and develop experience as he 
goes along. In general, it is best to begin with the rec- 
reational activity in which the promoter is himself greatly 
interested. One pastor who was a good singer started a 
singing school for the young people, which met in the 
church once a week. Out of this beginning developed a 
boys’ quartet, several soloists, a good chorus, a series of 
socials in different homes, a girls’ sewing circle, a boys’ 
athletic club, a home-coming picnic, and a series of exten- 
sion lectures. If there is an especially live organization 
in the church, a brotherhood, organized class, or any other 
society, it should be urged to undertake certain definite 
work of this character. 

In parishes where the parsonage is larger than is re- 
quired, certain rooms can be set aside for indoor recrea- 
tion and club work. This will produce a homelike atmos- 
phere. In one village the community library is used not 
only for reading but also for social events and exhibits. 
In other places the school building, town hall, or even a 
remodeled barn have been turned into “a center.” 


104 Church and Community Recreation. 


The decline in attendance at the mid-week prayer meet- 
ings in many churches has been more than made good by 
means of a weekly Church Training Night or All-Church 
Night in which recreation plays a part. Although the 
program for the evening differs with different churches, 
the following is a good example: 

6 p.m. Supper; either a basket or “charge” supper. 

6:45 p.m. Devotional period while still seated at the 
tables, similar in plan to a regular prayer meeting. The 
children are given a story hour at the same time in another 
room. 

7:30 p.m. Group study courses in the Bible, religion 
or theology. 

8:15 p.m. Meetings of committees, societies, boards, 
ete. 

9 p.m. Recreation. 

As with any set of methods ever proposed in any group 
enterprise, results vary in different places; some are suc- 
cessful, others not. In the case of the recreational fea- 
tures, everything will depend upon the space available and 
the leadership. In small one-room churches where the 
sentiment is strong against using the church auditorium 
for anything but worship, nothing can be done indoors and 
one must depend altogether upon outdoor sports. 


Tur CuurcuH AND AMUSEMENTS 


There are forms of idling time away which are called 
amusements that are evil indulgences in themselves and 
there are others that come perilously near to falling under 
this classification. It must also be frankly admitted that 
a church with high ideals cannot undertake or counte- 
nance certain kinds of recreation, play, and amusement as 
these are carried on elsewhere. 

In the past the church has waged war against card 


Church Recreation 105 


playing, pool, pugilism, the theater, shows, horse racing, 
and social dancing because of the evils associated with 
them in popular practice. or similar reasons, it once 
condemned gymnasiums, athletics, bowling, and novel 
reading. The reasons which it gave for this opposition 
was that these amusements were favorite pastimes of those 
who had ceased to be respectable members of society. 
Church people concluded that what appealed to such peo- 
ple must be bad in itself and often led, in their case, to 
indulgence in the pleasures of out-and-out sin. But by 
that rough and ready logic, eating would fall under the 
same condemnation. There are few sports that are bad 
in themselves. The ‘“Y” redeemed gymnastics, athletics, 
bowling and pool. There are some amusements, we admit 
freely, that are past redemption. Prize fighting, bull 
fighting, cock fighting, for instance, are brutal in their 
very nature and can never be endorsed by social philoso- 
phers. 

The difficulty is not with them, but with others that are 
not cruel or crude and yet have a record for keeping bad 
company. Among these are card playing, movies, 
“shows,” horse racing, and social dancing. 

It must always be kept in mind that since an amuse- 
ment is not evil in itself is no good and sufficient reason 
for approving it. The church should not foster border- 
line pleasures, no matter how attractive they may be. If 
church membership means anything it certainly means 
that the church member must be willing to forego ques- 
tionable pleasures and excitements. The church exists 
primarily to promote a high type of thought and conduct 
and therefore cannot join in practices that experience has 
shown produce opposite effects. 

This does not mean that a church needs to legislate 
against particular amusements, in spite of all that may 


106 Church and Community Recreation 


be said in favor of such a course. It is true that it is 
difficult to imagine a worth-while organization that is 
governed by principles only and has nothing specific to 
say about practice. The fault in some churches, how- 
ever, has been that they have gone ahead and made sweep- 
ing rules without giving a thought to the modifications 
that would follow if they apphed to this problem the com- 
panion principles (a) avoidance of excess and (b) right 
surroundings or auspices. ‘There is good as well as bad in 
card games, shows, plays, movies, and dancing, and there 
is no sound reason for condemning the good because of 
the bad. If one tried to live by such a principle of in- 
discriminate condemnation there would be few things left 
that he could do. The right course in life for rational 
beings to follow is to observe, to judge, to make discrim- 
inations, and then choose wisely. 

Cards.—In card games it is not a question of the kind 
of cards used but where the games are played, how they 
are conducted, and whether card playing is carried to 
eXCess. 

Informal card and table games are good social games. 
They are good “ice breakers,” are easily handled, create 
a unity of interest, and are often interesting and mentally 
stimulating. Evil arises when contests and tournaments 
are held for prizes, and where they become an obsession 
and long hours are devoted to them daily. But no kind 
of recreation can be made the business of life and not 
become an evil. To avoid the evils of card playing, con- 
fine yourself to informal play for short time periods. 

“Shows.”—This is a general term to include exhibits 
and performances that range from circus and hippodrome, 
simple pantomime and pageantry, to musical comedy. 

The enjoyment derived from this type of entertain- 
ments is esthetic. They appeal to our sense of beauty by 


Church Recreation 107 


means of color, motion, and music. Whatever evil creeps 
into such displays is due to the unfortunate nature of 
the events depicted, or to the suggestive and coarse fea- 
tures that unscrupulous promoters adopt. ‘Therefore, 
personal responsibility is laid upon us all to select the 
good and reject the bad. This is not really a difficult 
matter for any thoughtful person who will keep in touch 
with the reviews given in his papers and magazines. 

Plays.—The entertainment value of a good play is 
unquestionable. It exercises an even greater influence 
than a good book, because it presents the problems of life 
concretely and objectively. Here again personal judgment 
must be used to insure a judicious selection. In addi- 
tion the reviews published in magazines and papers, the 
most reliable information about current plays may be 
obtained by addressing The Drama League of America 
(59 Van Buren St., Chicago), or The New York Drama 
League (50 W. 47 St.). The aim of these organizations 
is to encourage only the best plays. 

The Movies.—Without doubt the “movies”? have become 
the most popular form of diversion. [For most persons 
it is the only theater they attend and there are few who 
do not go occasionally. Careful estimates give six mil- 
lions as the daily average attendance at the movies in 
this country. A study made in several cities shows that 
83 per cent of boys and 88 per cent of girls attend the 
movies twice a week. 

The movie is the least expensive way to reproduce 
graphically and exactly any scene, act, or process. It is 
thus capable of becoming the people’s greatest school. 
Most of our knowledge is acquired through the eyes. 
Outside of explaining in person, the movie is the one 
best means of imparting information. By its depiction 


108 Church and Community Recreation 


of history, news events, habits and customs of other peo- 
ples it brings the world to our door. 

However, it is not perfect, but has its defects. The 
beholder is inactive. It takes people indoors for most part. 
It produces eyestrain. It stirs the emotions to excess and 
affords no proper outlet for them in corresponding action. 
It does not possess the same kind of educational value 
as active games, for these games train the players in the 
art of doing, which is the end of all true education. It 
cannot compare with music in recreational value. In fact, 
one writer (Patrick) states that no one of the three 
great American diversions—the movies, the auto, and 
the dance—rank high in recreational value. 

The same care should be taken to select the right 
movies as in the case of books or plays. Certain com- 
panies make a practice of presenting creditable types of 
movies and their name may prove a better criterion of 
selection than the fact that they are censored. 

Based on a study of the movies by the Federal Council 
of Churches (made by Lathrop), the following sugges- 
tions are given: 

Do not accustom yourself to speak of the movies as 
a troublesome problem, but as one of the chief assets of 
the community for education and betterment. 

Commercialized movies, like other amusements car- 
ried on as a business, need some measure of social control, 
and since it is a national industry a national control is 
indicated. But censorship is a device of doubtful value. 
Many favor a licensing system. Each community has its 
own policy to determine in this respect. 

Good results can be obtained through codperation with 
producers, so that they may know what kind of films 
are locally wanted. An inter-church committee can be 
appointed to study conditions and find out the tastes of 


Church Recreation 109 


the community. Do not launch a crusade against the 
local managers of movie theater places; rather make them 
members of the committee that does the investigating. 

Other suggestions made by students of the movies are 
that both producers and distributors should be licensed 
by the Interstate Commerce Commission and each local 
theater should be licensed after complying with the usual 
local amusement code. Local managers are usually ready 
to provide the kind of films that the best people are ready 
to push. Permit children to attend only at the times 
adult problem films are not shown. It is well to get 
the local papers to review films in advance of their show- 
ing and, also, to have the managers give out advanced 
summaries of films. 

Every church that uses the movies in the church build- 
ing should keep a list for reference of the reliable film 
producers to facilitate ordering. Stereopticon machines 
vary in price with the distance of the throw (from $50 
to $150). Those desiring to have machines installed 
should write to such firms as: | 

Bausch and Lomb Optical Co., Rochester, N. Y. 

Charles Beseler Co., 131 East 23 St., New York. 

Spencer Lens Co., Buffalo, N. Y. 

Victor Animatograph Co., Davenport, Ia. 

In the installation of motion picture equipment, local, 
city, state, and board of fire underwriters’ requirements 
must be followed. Booths may be purchased ($150 to 
$320) from these firms: 

Sharlow Bros., 440 West 42 St., New York. 

A. L. Raven Co., 90 Gold St., New York. 

H. W. Johns Manville Co., Madison Ave. and 31 St., 
New York. 

Rialto Supply Co., Minneapolis, Minn. 

There are many kinds of screens: Plain white muslin, 


110 Church and Community Recreation 


canvas, aluminum or silvertone finish, beaded, gold fiber, 
half tone, translux, mirroroid, sateen, and kalsomine 
paint on smooth wall. Half tone is good for both stere- 
opticon and motion pictures. Firms dealing in screens 
are: 

A. L. Raven, 90 Gold St., New York. 

Chas. Beseler Co., 181 West 23 St., New York. 

United Theater Equipment Co., 25 West 45 St., New 
York. 

Howell’s Cine Equipment Co., 729 Seventh Ave., New 
York. 

American Lux Products Co., 50 East 42 St., New 
York. 

Motion picture projecting machines vary in size and 
weight. 
Standard machines: 

Nicholas Power Co., 90 Gold St., New York. $3835 
to $575. 

Simplex-Precision Machine Co., 317 E. 34 St., New 
York. ($495 to $565.) 

National Board of Review of Motion Pictures, 70 Fifth 
Ave., New York. 

Community Motion Picture Bureau, 46 West 24 St., 
New York. 

National Motion Picture Bureau, 382 Fourth St,. New 
York. 

Interchurch Film Corporation, Flatiron Building, New 
York. 

Bureau of Pictures of the American Red Cross, 220 
West 42 St., New York. 

Division of Education of the Universal Film Manufac- 
turing Co., 1600 Broadway, New York. 

Carter Cinema Co., 220 West 42 St., New York. 

Industrial and Pictorial Films: Get a list of these from 


Church Recreation ERE 


the educational department of Henry Disston and Sons, 
Ine., Philadelphia. 

The National Committee for Better Films is connected 
with the National Board of Review. 

“Social Work in Churches,” by Holt (Pilgrim Press), 
and “Standards for City Church Plants,” by the Inter- 
church Press, contain useful details in regard to movie 
and stereopticon equipment. 

Semi-portable machines: 

Zenith (Consolidated Projector Co.), Duluth, Minn. 
($298. ) 

Graphoscope, Jr. (Graphoscope Development Co.), 
Newark, N. J. ($350.) 

Portable (suct-case) machines: 

Achme, Jr. (United Theater Equipment Co.), 729 
Seventh Ave., New York. ($135 to $200.) 

De Vry (De Vry Agency), 141 West 23 St., New 
York. ($225 to $250.) 

Portmanto (Graphoscope Development Co.), Newark, 
N. J. ($300.) 

American Projectoscope (Motion Picture Apparatus 
Co.), New York. ($225.) 

Rex Projector (Rex Projector Co.), 203 South Dear- 
born St., Chicago. ($225.) 

The Dance.—Without doubt the hardest problem in 
recreation with which the church has to deal is promiscu- 
ous social dancing. Nothing appeals more to young peo- 
ple generally than the pastime itself and not the evils 
that accompany it. If all high-minded girls fully under- 
stood the nature of the pitfalls associated with dancing, 
conducted as a business for profit, or in mixed company 
with stray partners, they would not subject themselves 
nor young men to these temptations. But it is impossi- 
ble to discuss fully in public or in print the nature and 


112 Church and Communty Recreation 


effects of these evil appeals, and few would believe the 
truth if it were told them. 

If the author were alone in taking this stand, he might 
be accused of fanaticism, but when it is confirmed by his 
playground associates, as will be shown later, the situa- 
tion created calls for action by the best brains and con- 
science of the church. As dancing has been, almost from 
the beginning, experimented with in playground, social 
center, and community center activities, it is well to con- 
sider what some leaders in these movements think of it: 

“At best there are social dangers in the social dance. 
If it is practiced, every safeguard must be used as to 
time, place, and kind of dancing.”—Dr. H. 8S. Curtis. 

“Dancing will always be a critical matter. I speak 
especially of the dance in whick the boy holds his partner. 
Hands off is a wise old rule. Physical contact marks a 
danger line and the late developments of this kind of 
dancing go far to justify the fears of those who have 
always set their face against it. The danger that rhythm 
gives to dancing is the danger that attends it every- 
where—breaking down the barriers of personality, and 
leaving the individual open to the suggestion of time 
and place and company.”—Joseph Lee. 

“From the health and artistic standpoints it is of the 
least value. Statistics show that more people go wrong 
through this agency than any other. Commercialism has 
appreciated the strength of the primitive instinct and 
has turned it into gold without bothering about its educa- 
tional value or guarding youth from excess.”’—S. E. 
Bock. 

The care needed in conducting dances is shown in a 
set of practical rules laid down by H. O. Berg: “Allow 
no one to leave the building for smoking or refreshments 
(drink). Do not permit improper holding or positions 


Church Recreation 113 


of the body. Have a floor committee, badged with author- 
ity, who are to warn on first offense and expel on the 
second. Allow no music of a sensual rhythm. Watch 
very closely the conduct of the young people during inter- 
missions. Keep all class and cloak rooms locked. Have 
no general introductions; acquaintance should be made 
in the usual legitimate manner. Allow no dancing after 
athletic events or ball games. The social director should 
be in constant watchful attendance.” 

It is a remarkable fact that the hardest condemna- 
tion of the modern jazz dance comes from dancing 
masters. <A series of articles on “Jazz” in the Ladies’ 
Home Journal (Nov., 1921, to Feb., 1922) contains 
these opinions of some prominent dancing masters: 

F. T. Bott, Dayton, O.: “The dance is a worse evil 
than the saloon used to be, because it affects our young 
people especially. Unlike liquor a great deal of the harm 
done is not gradual, but direct and immediate. Jazz 
music makes a purely sensual appeal and calls out low 
and rowdy instincts. All dancing masters know this to 
be a fact. We have seen the effect of jazz music on our 
pupils.” 

A. J. Weber, Brooklyn, N. Y.: “If jazz is not side- 
tracked there will soon be a national law in force prohibit- 
ing all public dancing.” 

J. L. Guyon, Chicago, Ill.: “Let us abolish jazz music! 
Abolish the fox trot, one step, toddle, shimmy, or any 
form of dancing or position that permits the gentleman 
to walk directly in front of his partner. Dancing has 
become a greater menace than liquor, segregated vice, or 
the brothels, from which much of it sprang.” 

Kalamazoo, Mich., after three years of dance hall 
supervision under women police, has added to the local 
dancing ordinances twenty-eight separate provisions 


114 Church and Community Recreation 


designed to prohibit offensive attitudes and objectionable 
steps. Dancers are required to adopt a forward poise 
and to move continuously in one direction. 

An extensive study made of municipal supervised danc- 
ing recently by E. W. Johnson. The general experience 
was that supervision was difficult. So great are the 
difficulties that many cities are about to discontinue them. 

“What are good substitutes for the dance?” is the 
question oftenest asked by those who are looking for a 
solution of the dance problem. It must be confessed 
that no wholesome substitutes have been found that make 
as strong an appeal to the dancer. Once young people 
take up the dance, no other form of recreation will sat- 
isfy. It seems impossible to arrange or devise any kind 
of an affair held on the same night as a dance that will 
draw any young dancers. The church must recognize 
this fact and make the best of it. It must not be thought 
that physical directors claim that play and recreational 
programs, however attractive, can work miracles. 

A well-conducted play program will often hold back 
for a year or two those who are approaching the dancing 
age. Any physician and most mothers know well that 
the younger the girl or boy the more harm done them 
by the excitement and the late hours. At least, the 
church that is undertaking a play program can be said 
to be making an honest effort to provide a substitute. 

It must not be forgotten or misunderstood that some 
kinds of dancing are highly desirable and should be given 
a place in a well-organized recreational program. Danc- 
ing of some kind is found among all peoples. It is an 
instinctive outlet for the emotions, self-expression by 
rhythm. The type of dancing to which we refer is called 
“folk dancing” and is now used extensively in playground 
play and public school physical training. They origi- 


Church Recreation 115 


nated as play and are full of the play spirit, varied action, 
expressive emotion, and are of hygienic and educational 
values. Rhythmic motion has always been a favorite 
recreation among all peoples, from the very beginning 
of time. 

Some directors report that they have successfully intro- 
duced folk dancing in regular dance programs and think 
it will be possible in time to make them a permanent 
feature. 

In some churches the word “dancing” to designate 
these exercises is too objectionable to be used because of 
the well-deserved feeling against social dancing. So it 
is customary to give them a distinctive name, such as, 
“rhythmic exercises,” ‘esthetic drills,” ‘fancy steps,” 
or ‘‘Eurithmics.” There are many excellent books on the 
subject and phonographic records of suitable music may 
be obtained. A few of the standard books are: 

“Folk Dances and Singing Games,” by Burchenal. 

“Folk Dance Book,” by Crampton. 


“Folk Dances and Games,” by Crawford. 
“Folk Dances for Young People,” by Van Clive. 


An organization called the American Folk Dance 
Society (2790 Broadway, New York), exists to supply 
the most reliable information and literature on this 
subject. 

Besides what it can do itself to provide desirable recrea- 
tion, an obligation rests upon the church to give all the 
assistance it can towards overcoming the evils of com- 
mercialized amusements in the community, such as pub- 
lic dance halls, pool and billiard rooms, movie theaters, 
carnivals, shows, and professional Sunday ball games. 
Some member should be appointed as an investigator and 
report to the church officials his findings. This informa- 
tion could, then, be turned over to the attention of the 


116 Church and C ommumty Recreation 


civil authorities for action. No church that desires to 
claim that it is making an honest attempt to live up to 
its social duty can neglect evil public influences that 
destroy faster than the church can build. 

“Reconstruction of Religion,” by Ellwood, the author 
presents well the subject of amusements and offers a wise 
conclusion : 

“Our social pleasures have remained pagan much like 
those of decadent Rome, due to the animal impulses of 
original human nature. Civilized human nature is 
acquired only by intelligent effort and kept only by 
diligent vigilance; otherwise we soon revert to animalism. 

“Many of our amusements cause this and so cannot be 
tolerated. 

“The pagan ideals of power, pleasure, autocracy, mili- 
tarism, and exploitation have remained with Christianity. 
We have not yet been able to rid ourselves of them in 
spite of Christ’s teachings and example. 

“These are also reflected in our amusements, and social 
discipline is necessary to overcome or hold them in check. 
But just now there is a decay of social discipline and 
this lowers the social morale. But old forms of discipline 
are inadequate and new ones must be found, for more 
lives are offered upon the altar of pleasure than upon 
those of war, famine and pestilence combined. 

“This social discipline may be provided in part by 
purely secular education, but mostly by social religion. 

“Morale means the spirit of service. This was the 
appeal made to the soldiers in the war; it must be the 
appeal to all in peace. This comes only through religion. 

“The taboos that religion in the past has imposed upon 
social pleasures have been vain—too negative. It has 
sensed the danger and fled. But a constructive attitude 
is needed to meet the problem. A new Puritanism is 


Church Recreation uta bf 


needed, and is bound to come, which will demand the 
elimination of the pagan elements. 

“This ideal will be realized through modern science 
and not by mere dogmatism; e. g., what science has to 
say about alcohol will determine its future. Thus social 
religion must work with social science. 

“General principles demanded by social science to con- 
trol social pleasure: 

“1, They must be recreative: must build body and 
mind. They must not destroy that surplus of physical 
and spiritual energy from which all the higher achieve- 
ments of civilization must come. 

“9. They must be unselfish. Some pleasures are 
recreative but violate the rights of others. 

“3. They must be educational, i. e., must be of high 
intelligence and character. 

“4. They must be spiritual: not merely sensual and 
animal, but the higher mental and social elements. If 
the first three are fulfilled, this will be. 

“The church must take its share in redeeming certain 
social pleasures. It must do this chiefly by creating 
public opinion and conscience. 

“If our social pleasures come up to this standard the 
question of Sunday amusements will be settled. The 
Sabbath is not merely for rest, but for the higher things 
of life. Both Sunday and week day should be dedicated 
to the serious purposes of life—the week for business, 
the Sunday for spirituality. 

“We certainly should not tolerate on week days pleas- 
ures we are afraid to enjoy on Sundays. 

“The above standard is in harmony with the life and 
teachings of Christ—to build up life. We certainly 
cannot do this if our pleasures destroy our bodies, stultify 


118 Church and C ommunty Recreation 


intelligence, encourage the sensual and animal in us, 
or violate the rights of others. 

‘What is needed is not so much legislation as religious 
and moral education.” 


Sunpay RECREATION 


The right attitude to take towards Sunday recreation 
is often a serious problem with conscientious church 
members and workers. There is a marked decline in the 
devotional observance of the day. This may be due to a 
natural recoil from the excessively long services and 
hours of inactivity of former days. In Europe a less 
strict Sabbath observance than here has long prevailed 
and, it may be, the great influx of Europeans largely 
accounts for this change in our national habits that is 
causing such great concern among devout church people. 
It is not within the province of this book, however, to 
enter into an extensive discussion of the subject, but 
rather to offer some practical suggestions in view of the 
place that play ought to be given in child life. 

It is obvious that ultra-strict Sabbath observance was 
good Palestinian practice in Jesus’ day, but it had become 
such a burden that he issued as a proclamation of 
emancipation for his followers his principle that ‘“‘the 
Sabbath was made for man.” Such a principle is like 
an article of the American constitution: it needs to be 
construed all over again as times and customs change. 

The true basis of justification for spending the time 
differently on one day of the week is that there is too 
little time for rest and home life and spiritual culture 
during the other six days. But is there any need for 
recreation? Yes—at least for children. The Old Testa- 
ment canons of Sabbath observance were drawn up with 
the needs of adults in mind. We have learned that play 


Church Recreation 119 


is the only thing that young children can do at any time. 
If they are to do anything at all they must play. 

Worship, meditation, soul searching, and prayer are 
adult employments. They are foreign to the child mind 
and what meaning they may acquire from them is differ- 
ent. It would be a woefully abnormal thing for a child 
to do if one of them were to “‘seek the privacy of its own 
room and wrestle with God in prayer.” Every sensible 
person knows that children cannot be expected to have 
the same religious needs and, therefore, the same religious 
practices cannot be expected of them as of adults. The 
most that we can do for children is to drill them in moral 
precepts and train them to form certain religious habits, 
the full meaning of which they will not, perhaps, under- 
stand until they become full-grown adult beings. 

The kind of pleasures that a conscientious church mem- 
ber will select for the children under his care will doubt- 
less be governed by the following principles: 

1. Quiet pleasures. Noisy, boisterous, rollicking 
games that disturb the peace of others or that greatly 
excite the emotions of the players should be proscribed. 

2. Allow only a few persons present. Permit no big 
mass gatherings, such as assemble at parties, beaches, 
parades, athletics, ete. 

3. Brief. Long rides, all-day and week-end affairs 
are too exhausting for children. 

4. Informal. Highly organized competitive sports 
and games, which produce intense feelings and rivalry, 
are out of harmony with the quiet, peace, and good will 
for which the Sabbath stands. 

5. Home circle. As it should be made a home day, 
some of the pleasures selected should be such as the 
entire family can engage in. 

Coming now to concrete suggestions made by those 


120 Church and Commumty Recreation 


who have experimented to find desirable Sunday activi- 
ties, the following are some of the best: 

1. A mystery box or room for children into which 
parents place a different surprise every Sunday, to be 
opened at a certain hour. 

2. Quiet walks and nature study, using camera. Or 
visits to museums with parents (no others). 

3. Bible games, impersonations, and charades. 

4. Bible stories and inspirational literature. 

5. Hand craft for charity only. Make toys and paste 
scrap books to send to missionaries. 

6. Home reflectoscope, instructive pictures used. 

7. Music, especially family “sings” or orchestra. 
Only sacred and high class secular music used. 

Occasionally let a boy invite a chum to his “den,” 
apart from the rest of the family, where they may indulge 
in music and “eats.” 

For married adults with families Sunday recreation 
is not a problem. There is scarcely enough time outside 
of religious services to “catch up on reading,” take a 
much needed nap, pay a brief visit to a friend, play and 
sing with the rest of the family, or take a short run with 
the auto. 

Likewise, young men and women of the romantic age 
spend all of their time in each others’ company or in 
thinking of each other. So time does not hang heavy on 
their hands. But the real problem is the problem of boy, 
in his adolescence, and the unsentimental, athletic-loving 
young man who wants action, and nothing else will 
satisfy them. 

After all, it is the long-drawn-out and exacting forms 
of pleasure that are objectionable and out of accord with 
the true Sabbath spirit, and with them there must be 
no compromise. 


Church Recreation 121 


LITERATURE ON SUNDAY ACTIVITIES 


A number of pamphlets in the American Home Series, published 
by the Abingdon Press: 

“Sunday in the Home.” 

“A Year of Good Sundays.” 

“Pleasant Sunday Afternoons for Children.” 

“Dramatics in the Home.” 


Werex-Enp Rurat Cuurcn REcrEeaTIONAL INSTITUTES 


In most rural sections one of the greatest needs is 
more community feeling. The people live far apart; 
there is little unity of thought or action and a tendency 
develops to become narrowly self-centered and selfish. 

A trial will prove that a recreational program will help 
as few other things will, to promote community feeling 
and good will. Where ground has never been broken 
in this line, a week-end institute on play can be held as a 
demonstration of the way that people will take to the new 
order. To make this institute a success, get the services 
of a recreation expert, either in “Y” work, playground 
work, Community Service, or from scout headquarters, 
school or college. 

A good program for a short institute is: 

1. A conference on recreation some Saturday after- 
noon. Invite the church officials and the people who 
are expected to become the local recreation leaders. At 
this time discuss the local recreational needs and ways 
and means and answer questions in regard to play and 
games. 

2. An evening of fun that Saturday evening. <A 
program of stunts and social games followed by an enter- 
tainment, given either by local or imported talent; or 
matched games, if facilities are available, of basketball, 
volley ball, or soft baseball; or the entire evening may 
be profitably spent in drill on team games, mass games, 


122 Church and Community Recreation 


and social games that can be played to advantage in the 
best local hall or room that is available. 

3. An address or sermon the next day, i. e., Sunday, 
on “The Church and Recreation,” which shall set forth 
the partnership relation in history between play and 
religious observance, and emphasize the value of play 
in developing character. 


ReEcREATION FEATURES FOR SUMMER SCHOOLS 


The practice of holding short summer schools of a 
week or ten days for church young people is on the 
increase. <A well-planned recreation program forms an 
important part of the advance arrangements in each case, 
since recreation is usually given a prominent place. The 
first year or two, it may be necessary to get the services 
of a professional play expert. Usually, however, a pastor 
who has had an athletic career is available who will 
understand how to conduct such a program. 

The main aim should be to get everyone to take part 
in the mass games at least. The student delegates must 
be induced to bring along suitable clothing in which to 
play and rough it. Only a few will come provided if 
distinct effort is not made beforehand to get them to do so. 

It is advisable to prescribe some play features as part 
of the course, i. e., required of all those who expect to 
obtain credit. The tendency of such gatherings is to 
become too dressy affairs that waste too much time lazy 
lolling about. This should be counteracted. 

The customary plan in such institutes and assemblies 
is to use the forenoons for classes in plans and methods 
of young peoples’ work, the afternoons for recreation, 
and the evenings for lectures. 

A complete program of play for a summer school is 
outlined below: 


Church Recreation 133 


10:15 a.m. Mass drills and active mass games on the 
lawn during the twenty-minute recess period, using 
various kinds of tag games, circle games, and relay 
races. Care must be taken not to get any distance away 
from the class rooms. If it rains, drills, marching, and 
relay races may be conducted in the aisles and halls. 

2 p.m. Team games and contests. Teams may be 
chosen by delegations or districts or other grouping. 
They may be composed of boys and girls separately or 
mixed, the latter preferred. The best games are: Volley 
ball, soft baseball, post baseball, hand or foot baseball, 
minton, basketball, end ball, captain ball, soft soccer, 
and sponge ball. On rainy days these and additional 
indoor sports may be transferred to the gymnasium (the 
school should certainly be held where there is a gym- 
nasium ). 

A mixed mass athletic meet should be held on the 
first day of the conference. The teams should be large 
(four teams are enough) and everybody a member of 
some team. ‘The events on the card should be: Relay 
standing broad jump, relay weight throw (a six-pound 
medicine ball is best), and a relay run. On small 
erounds, this is run shuttle style (back and forth, two 
teams at a time); if space permits, run it with teams, 
side by side, in follow style. This type of meet serves 
as the very best kind of ‘‘mixer.”’ 

3 p. m. Men's outdoor baseball games. Challenge 
games between delegations and groups. One day have 
a faculty versus students game, or other fun features. 

3 to 6 p.m. Swimming period. The period from 3 
to 4:30 should be for girls (if an indoor tank is the 
only one available) and then for the boys. Provide a 
woman instructor for the girls. 

Hold a swimming mect, some afternoon, sexes sepa- 


124 Church and Community Recreation 


rate. The best events are, a short swim, any style, back- 
ward swim, plunge (and float) for distance, and fancy 
diving (three different dives). 

If the school is held on the shore of a body of water, 
then boating and water games may be featured. 

6:30 to 7:30 p. m. (or the hour immediately after 
supper). Social hour. Object, to teach resourcefulness 
and the best and latest methods of putting life into these 
social affairs. During this period, each delegation, in 
turn, should be expected to present a “stunt.” At some 
gatherings a “stunt night,” is, also, held when all the 
delegations do a turn. 

Tournaments.— Where the facilities warrant it, tourna- 
ments may be conducted in one or more of the follow- 
ing sports: Tennis, squash, hand ball, feather cork tennis, 
quoits, bowling, golf, croquet. Entries should be listed 
at the first meal that the school sits down to together. 
Do not allow everyone to enter, but place a limit, or it 
will be impossible to finish the tournament for lack of 
time. Entries may be restricted to the best player in 
each delegation. Instead of tournaments challenges may 
be issued in singles, doubles, and mixed doubles. 

The above, it must be remembered, is a rather full 
program that can seldom be carried out as here presented, 
but it can easily be modified to meet local conditions. 
On the other hand, promoters of such summer gatherings 
are urged to hold them where a full program that requires 
a gym, an athletic field, tennis courts, and swimming 
facilities is possible. 


Cuurcu ATHLETIC LEAGUES 


To give athletic young men and women in the churches 
an opportunity to compete under wholesome conditions 


Church Recreation 125 


and to promote interchurch fellowship, it has been found 
desirable in large cities to organize church or Sunday 
school athletic leagues. 

Brooklyn, N. Y., was the pioneer. In 1904, through 
the efforts of the Y. M. C. A., a league was formed 
to organize and supervise contests in basketball, base- 
ball, football, bowling, track and field athletics, indoor 
athletics, summer camps, to create interest in exercise, 
and supply trained men to conduct gym work in churches. 

Each church that belongs to the league pays an annual 
fee of $2 and each contestant in interchurch events must 
register for a year and pledge himself to uphold elean 
athletics. He must represent only one church (for a 
year) and meet certain requirements of attendance at 
the Sunday school. He must attend four consecutive 
Sundays before he is eligible to compete. He must agree 
not to participate in public athletic events on Sundays 
(six months’ penalty for violation). 

Official amateur standing must be maintained and all 
contests have the written sanction of the governing board. 
Clean sport propaganda must be vigorously pushed. 

When the time seems ripe to organize such a league, 
call representatives of the churches together; choose 
temporary officers; appoint a committee to draw up a 
constitution on the principles stated above, and, also, 
by-laws; get committees at work; registration, finance, 
and one on each sport, and plan for a series of contests, 
tournaments, and team games to begin at an early date. 
An organization of this type is possible not only in large 
cities but in smaller places as well, if the right men for 
leadership can be obtained. Many cities have Sunday 
school athletic leagues. The local “Y” is always inter- 
ested in helping to organize such a league in its town. 


126 Church and Community Recreation 


BOOKS ON CHURCH RECREATION 


“Recreational Leadership,” by Powell. Methodist Book 
Concern. 


“Recreation and the Church,” by Gates. 
“The Church and the People’s Play,” by Atkinson. 


CHAPTER VIII 
RECREATION PLANS 


Ar the opening of the season, a recreation director 
should plan his work for the whole season. This means 
a tentative monthly program of events and a weekly 
schedule of activities. These should be published and 
distributed. The bulletin board and the local press 
should be used to the limit. 

Suggestions for play schedules will be found in the 
playground section. If there is a gym, a weekly sched- 
ule of classes and games should be arranged, stating the 
days and hours for each class or other regular activi- 
ties. If an all-season program cannot be made out at 
the beginning, a monthly program should certainly be 
made, covering not only the regular but the special 
events. A system of this kind will prevent much con- 
fusion if it is well-planned and closely followed. The 
work of preparing this schedule is one of the most 
important jobs that a recreation director has to perform. 


RecrEATION AFFAIR ESSENTIALS 


The remaining chapters of this work will be devoted 
to the minimum essentials required in promoting various 
recreation activities. Indispensable information needed 
by a recreation director or leader will be provided. The 
aim will be to give the best hints on the practical conduct 
of the activities most common, so plainly that even a 
novice will be able to direct them successfully. We shall 

127 


128 Church and Commumty Recreation 


not try to teach the technique of each sport and activity. 
That duty belongs to the trained teacher or coach and 
does not fall within the scope of this book to explain. 
Our object is to give an elementary presentation of the 
technique of management. 


How to Manace TovuRNAMENTS AND LEAGUES 


Since successful management depends upon the forma- 
tion of leagues and running off of interesting tourna- 
ments, it is necessary to know how to conduct them. 

The word “tournament” is used to designate a series 
of matched games in which players compete individually 
or in pairs, (called ‘‘singles” or ‘“doubles’) in such 
sports as, tennis, hand ball, squash, feather cork, sponge 
ball, quoits, bowling, chess, checkers, etc. The word 
“league” is used to designate a scheduled series of team 
games, such as, baseball, basketball, volley ball, ete. 

Tournaments are of two kinds: (1) “round robin,” 
in which each player plays every other player, and (2) 
“elimination,” in which each loser of a match is out of 
the series entirely. 

Round robin tournaments are best where the con- 
testants are few in number and nearly equal in ability; 
elimination when the entry list is large and of unknown 
ability. 

In elvmination tournaments, if the ability of the 
players is known, classify them according to ability, 
rather than let them draw for opponents. In the draw, 
poor players get paired off with the very best and such 
uneven contests are always lacking in interest. Divide 
your entry list into three sections: Class A for top notch- 
ers, B for average players and C for _ beginners 
and ‘‘dubs.” 

Sometimes handicap tournaments are played. A 


Recreation Plans 129 


careful system of determining handicaps has _ been 
devised. (Tennis Annual, published by the American 
Sports Publishing Co.), but tournaments and athletic 
meets on the handicap plan seldom turn out to be satis- 
factory to the contestants. Too many blame the handi- 
capper for giving them too great a handicap if they lose. 
For that reason classified tournaments are preferable. 


Round-robin Tournaments 


The most satisfactory tournament method is the round- 
robin, each player against every other player. ‘The dis- 
advantage is that it takes a long time to run off. And if 
the time limit is narrow, it can be used only if the con- 
testants are few in number. It has this advantage: 
Where two players of equal ability compete in an early 
round, subsequent opportunities fall to the loser to win 
second place, whereas in an elimination tournament he 
would be forced out of the meet entirely. 

In making up a tabulated playing schedule, start with 
an even number of players and pair them off in the follow- 
ing manner: 

Four players: 1&2,3&4,1&3,2&4,1&4,2 &8. 

Six players: 1&2,3&4,5&6,1&%3,2&5,4& 6, 
144,2%6,3&5,1%5,2&4,3&6,1&6, 2 &4, 
4 & 5. 


Fight players: 1& 2,364,5&6,768,1&3,9&4, 
56 7,668164,9%3,5686&7,1&5,9 &6, 
$&7,468186,9%7,368,465,1&7,2&8, 


8&5,4&%6,1&8,2&5,3&6,4& 7. 

Ten players: 1&2,3&4,5&6,7&8,9&10,1&83, 
2&4,5&9,6&8,7&10,18%4,2&6,3 89,5 & %, 
8&10,1&5,263,4&86610,7%9,18%6,2& 7, 
8&10,4&5,8&9,1&7,2%8,3%5,4&10,6&9. 

The following is a quick method of making out a round- 


oa 


130 Church and Community Recreation 


robin playing schedule was originated by Geo. A. Brown: 
In pairing an even number of players or teams for the 
first matches, number them in succession in two columns 
as follows (say for six teams): 


1—2 
6—3 
5—4 


Then for the succeeding matches keep number 1 in the 
same position in the columns and rotate the other 


numbers: 
1—6 1—5 1—4. 1—3 
52 4-—6 3—5 9—4 
4-3 3—2 I—6 6—5 


For an odd number of players or teams, substitute 0 
(the bye) for number 1 and rotate as before (say for 
five teams) : 


Q—1 0—5 0—4 0—3 0—2 
o—2Z 4—] 3—5 2—4. 1—3 
4—3 3—2 2—1 1—5 5—4 


If there are more than ten players, the best method is 
to divide the players into groups of four, six, or eight, 
and have the winners of each group play the final series. 
In this combination of round-robin with elimination, it 
may be necessary to see that the three or four best players 
are not members of the same group. 

In round-robin schedules the player who wins the most 
games is the champion. In elimination matches the 
champion is the one who wins two out of three times. 
Where time is limited, first rank is sometimes awarded 
to the player who gets the most points in a given time, 
or the number of points required to win is reduced. 


Recreation Plans 131 


The playing time for each match must be set at the 
beginning and a player who misses his appointment for- 
feits the match. Sometimes a time limit is fixed within 
which certain matches must be played and the players 
themselves may arrange with each other the hour for 
their match. Appoint a judge for each match. A tabu- 
lated schedule of the drawings should be posted on the 
bulletin board. The following is a sample one of a four- 
man tournament: 


GaMEs Won To DaTE 


Players Time Score 1 2 3 4 


1 vs. 2 


ee |) | | + | i 
————— | | | J | 
_ | | | | | SSS 
a eee ee | | — | | | 
nn | | | | | 


| | jf | SE 


Total games won 


Rules governing the contest should also be posted on 
this board. 


EHlimination Tournament Schedules 


In elimination tournaments an even number of play- 
ers is not necessary as it is in round-robin tournaments. 
The simplest schedules, however, are possible, with 
four players or a regularly doubled multiple of four 
(8, 16, 32, 64, etc.) Otherwise, a player must, some- 
times, wait for others to be eliminated before he can play. 


132 Church and Community Recreation 


A schedule of play for four players is prepared as 
follows: 


Players | Time Score Winners; Time Score Winner 


r,s 


When the number of players entered is not a regu- 
larly doubled multiple of four, and some players must 
wait for their turn, the waiting players are said to have 
“drawn a bye.” Thus, if there are five players two 
must first play to determine which shall be eliminated 
to form a regular frame or group of four. The simpli- 
fied frame then reads: 


1 Hal 
2 Ha 
4 vs 
5 


This indicates that 2 and 8 play first. The winner 
is then to play number 1, and his name is inserted on 
the line following the bracket. In a small frame like 
this the playing time scheduled is often written above 
the players’ names and the score, when it is determined, 
below the line after the bracket. 

The following is the rule used for working out the 
number of “byes”: 

The number of byes shall equal the difference between 
the number of players and the next higher compound 
multiple of 2. Half of the byes are placed in the top 
bracket and half in the bottom. If the number of byes 
is uneven the extra one is placed in the bottom bracket. 


Recreation Plans 133 


Thus, for six players there are two byes, and the frame 
reads: 
9 vs} 1 vs } 
3 eset nd oa TAMAS REA 
4 et vs 
MENG: \iroeTTT 

For convenient reference, the following is a list of 
the number of byes for frames of from five to thirty 
players. The numbers in the brackets refer to the num- 
ber of players, the next are the byes in the top frame, 
and the next the byes in the bottom frame: (5) 1, 2; (6) 
1,1; (7) 0, 1; (8) 0,0; (9) 8,4; (10) 8, 3; (11) 2, 3; 
(12) 2, 2; (18) 1, 2; (14) 1, 1; (15) 0, 1; (16) 0, 0; 
(17) 7, 8; (18) 7, 7; (19) 6, 7; (20) 6, 6; (21) 5, 6; 
(22) 5,5; (28) 4, 5; (24) 4, 4; (25) 8, 4; (26) 3, 3; 
Pema re oo) 2. Ds. (29 ol 2 3)( 80 )c1 1. 

The drawing for places in a tournament is done under 
the direct supervision of the committee in charge. For- 
merly, the draw was allowed to stand as chance fell out, 
but the “seeded tournament’? has now become common 
practice, 1. e., the matter is not left to chance but great 
care is taken to pair the contestants that survive each 
round so that one of the better shall play against one of 
the poorer players, in order that the eight, four and two 
players left to play out the final rounds shall be the best 


players entered in the tournament. The rivalry thus be 
comes more intense as the tournament continues. 


Challenge Tournaments 


This type of tournament, sometimes used locally, does 
not operate on a formal schedule as in the above. Instead, 
the players are permitted to challenge those listed above 


134 Church and Commumty Recreation 


them in playing ability according to the following plan: 
On a bulletin board, prepared for the purpose, hooks, 
equal to the number of players, are screwed and numbered 
in succession. Each player hangs a card bearing his 
name on the hook assigned to him by the tournament 
committee. Hook number one is the place of honor, but 
no one can challenge number one until he has defeated 
players all the way along the line above himself and thus 
reached the top. As fast as he defeats a player above 
-himself, their name-cards exchange hooks after the score 
is recorded on them. A challenger is limited in his next 
choice to one of the three numbers just ahead of him. 
Any occupant of hook number one who is able to keep 
his card on that hook through five challenge matches is 
declared the champion. Number one cannot be challenged, 
however, by numbers 2, 3 or 4 unless number 2 has won 
one match, number 3 two matches and number 4 three 
matches in succession. 


Tram Gamer LEAGUES 


Curtis is authority for the statement that the success 
of a playground depends upon team games and that much 
of the director’s work must, therefore, consist of organiz- 
ing and managing teams. This statement is worth serious 
thought on the part of any church worker who is called on 
to manage play activities. It is a matter of common ob- 
servation that team play gets out a large attendance due to 
the unusual interest always taken in such contests. There- 
fore, it is good policy to stress this form of recreation for 
adults as well as for the youth. Its greatest success, how- 
ever, is in the appeal which it makes to high and junior 
high school pupils. 

Here are some valuable points of guidance in promot- 
ing team games and schedules: 


Recreation Plans 135 


Get all who are eligible of both sexes on teams suitable 
to their age and interest. The director may do this per- 
sonally or through captains he has appointed to fill out 
their teams among their friends. The latter plan works 
better from the standpoint of team harmony and avoids 
the risk of ill-feeling against the director if he selects the 
teams and his selections are not well received. 

Team spirit and loyalty are fostered by attractive in- 
signia such as a uniform, badge, colors, yell, and a worthy 
name. The name chosen counts for a good deal and care 
should be taken to get one, if possible, that possesses some 
peculiar local fitness. 

All teams should have regular times for practice. Cap- 
tains should take over the responsibilities of coaching their 
teams, teaching them the fine points of the rules and good 
sportsmanship, and hold them responsible for all team 
property. 

An advisory council for the director should be formed 
of the captains of the various teams. 

Play should be started soon after organizing the teams 
on a schedule of games. Do not wait for them to become 
more proficient in the game before starting league play. 
By all means, take advantage of the enthusiasm aroused 
in the work of organizing, otherwise interest will soon 
begin to decline. 

In posting the playing dates, the schedule may follow 
that used in tournaments, substituting the names of the 
teams for the numbers. Leagues always use the round- 
robin plan in mapping out their games. Below are given 
some sample diagrams that have been found useful in 
actual practice: 

1. One round of a four-team league where only one 
game can be played at a time: 


ay 


136 Church and Community Recreation 











Date Date Date Date Date Date 
Games 
Teams | Score | won |T.|8.| G.W./T.| S.| G.W |T.|S.| G.W./T.| S.| G.W./T.! S. GW. 
1 3 1 2 1 P* 
Pa 4 3 4 4 3 


2. One round of a four-team league when two games can 
be played at once: 


Date Date Date 


Teams | Score | Games Won] T. | S. |G. W.4 T. Ss. |G. W. 


He Ww Ne 


3. One round of a six-team league, when three games 
can be played at once: 








Date Date Date Date Date Date 

RARER Oe EAN eCPM BILE BITRE ENE OTL GY RC 
Teams | Score | won |T.|S.| G.W./T.| S.| G.W.|T.| S.| G.W./T.| S |G. W.| T. 8.|G.W 

1 3 2 ] 2 

2 6 5 4 6 

3 2 3 2 1 

5 4 4 3 3 

4 3 1 5 4 

6 5 6 6 5 

Gym Work 


Without doubt a gymnasium is a great asset to a church, 
and in drawing the plans for all new church buildings 
adequate provision should be made for gym work. A 
room 40 by 70 by 18 feet is the absolute minimum size 


”- 
— 


Recreation Plans 137 


for any church that really desires to make the right pro- 
vision for recreation. On the principle, however, of 
doing the best you can with what facilities you have, much 
good use can be made of smaller quarters. 

A church with a well-conducted gym and recreation 
program can dominate the young life of any community. 
The church today that does not take advantage of such an 
opportunity, is neglecting one of its most important ob- 
ligations. Hundreds of congregations need to be con- 
verted by a campaign of education on this subject to the 
belief that it will pay them well to remodel their present 
church building or add another building to their church 
plant for this larger work. 


GymMNASIUM CONSTRUCTION AND EQUIPMENT 


In erecting or remodeling a building for gym work, 
provision should at least be made for a good sized gym 
room, separate locker and toilet rooms for the two sexes, 
and shower baths supplied with an abundance of hot and 
cold water. 

The clear floor space should not be less than 40 by 70 
feet (standard proportion is 3 to 5), the height 18 feet. 

Locate the gym so that its noisiness will not disturb 
other meetings and assemblies. Never put it down in 
the basement. 

Beyond the 70 feet, there should be additional space 
at one end for a stage and side rooms, one to serve as the 
director’s office and the other for storing the floor gym 
apparatus when not in use. 

Building material should be simple but durable. Do 
not use hollow tiling for walls. Walls should be solid 
and smooth on the interior. 

Provide for a wainscoting of brick, buff or glazed, 
or of cement or wood, not less than six feet in height; 


138 Church and Communty Recreation 


eight is better. The windows should be so distributed as 
to allow a clear wall space 18 feet wide for hand ball and 
squash courts. They should be wire-screened and have 
flush casings. Avoid all projections that would be a 
menace to players. Heating pipes should be recessed or 
placed at least eight feet above the floor. 

Maple makes the only satisfactory flooring, and it must 
be laid so that the ends rest on the sleepers. After it has 
been dressed with hot linseed oil, wipe down, when dry, 
with gasoline. 

In the basement, which should be damp-proof and have 
much more light than is customary, may be located sep- 
arate locker rooms for boys and girls, toilets, shower baths, 
hand ball court 15 by 30 by 10 feet, kitchen, heating 
plant and storage room. Much space will be needed to 
store the chairs used in seating the gym floor for enter- 
tainments, etc. Except where large sums are available, 
do not plan to put in bowling alleys, plunge, or running 
track, since they are expensive in construction and up- 
keep. 

Steel lockers 1 by 1 by 3 feet with key locks should be 
placed in the locker rooms. For women, individual 
shower stalls should be provided; a single room is suffi- 
cient for men. 

Equipment for the gym should not be too abundant. 
Do not make the mistake of littering up the gym with 
an over-supply of apparatus. Provide for the most popu- 
lar and useful activities. They are in order of precedence 
as follows: Basketball, volley ball, hand ball, indoor base- 
ball, one wall squash, feathercork, sponge ball, indoor 
soccer, post baseball, indoor tennis. For indoor athletics, 
install a wall attachment vaulting bar, jump stands, 4 
potato race stands, 3 gym mats (5 by 10 feet), indoor 


Recreation Plans 139 


quoits, springboard, kick pan, hand apparatus, horse, 
parallels and medicine balls (6 Ib.). 

Whether additional space is needed for other purposes 
like separate club rooms for men’s, women’s, boys’ and 
girls’ clubs, also a separate game room equipped with 
table games (chess, checkers, crocinole, ping pong), shufile 
board and pocket billiards will have to be determined by 
local circumstances. 

Construction details can be obtained from the head- 
quarters of the Y. M. C. A., 347 Madison Ave., New York 
City, or from gym outfitters. The leading outfitters are: 

A. G. Spalding and Bros., Chicopee, Mass. 

Narragansett Machine Co., Providence, R. I. 

Fred Medart Machine Co., St. Louis, Mo. 

Department of Agriculture, Washington, D. C. 


Gym MANAGEMENT 


The management of a gym is work for both the business 
man and the teacher. Business methods ought to be used 
in the sale of membership and box office tickets, in upkeep 
and in filing the records made at meets, in publicity work, 
reports, bookkeeping, care of property, and promotion of 
activities. Competent teaching methods ought to be used 
in class and individual instruction in gymnastics, athletics, 
games and coaching of teams. 

Class instruction is the mainstay of gym work, because 
goodly numbers can be handled at the same time. Differ- 
ent age and sex groups should be assigned stated lesson 
periods. ‘The time given to a class period should be 
divided between marching, calisthenic drills, apparatus or 
athletic class work, mass games and stunts and team 
games. 

This teaching work may be done in a small way by 
volunteer help. If the pastor is unable to undertake it 


140 Church and Community Recreation 


himself, arrangements should be made to send an athletic 
young man of the church to a summer school of physical 
training, or to engage an assistant or part time instructor. 


LITERATURE ON PRACTICAL GYM WORK 


“Management and Methods of Physical Training.” Y. M. C. A.,, 
347 Madison Ave., New York City. 

“Graded Apparatus Exercises.” Y. M. C. A. 

Calisthenic books. Y. M. C. A. and Spalding’s Athletic Library. 

“Marching,” by Cornell and Berry. 

Rule books on basketball, soft baseball, volley ball, ete., in 
Spalding’s Athletic Library. 


Track AND Firtp ATHLETICS 


Track and field athletics include feats in running, 
jumping, throwing and vaulting. Such contests are 
among the easiset to promote because they require little 
apparatus and it is always possible to find outdoor space 
enough for an athletic meet. Even in cities there are 
vacant lots and certain portions of streets can sometimes 
be reserved for meets and in the country empty fields in 
abundance. 

Atutetic Txrsts 


Where little interest has previously been taken in ath- 
letics it is often desirable and sometimes necessary to 
create an interest by holding preliminary athletic tests 
among the boys and girls. Then, a standard of attain- 
ment in a few events is drawn up and placed before them 
as an objective. This objective becomes part of the or- 
ganized Sunday School class requirements and credits are 
awarded each member for attaining the standard in any 
of these events. 

The best lists are those of the Playground Association 
(1 Madison Ave., New York City) and the New York 
City Public School Athletic League. The latter is the 
simpler and consists of the following events: 


Recreation Plans 141 


New York City Public School Athletic League Tests: 

Boys’ Standard A Test: All boys who make the follow- 
ing in scheduled contests are classed as “Standard A 
athletes”: Pull-up, 4 time; standing broad jump, 5 feet 
9 inches; 60-yard run, 8 3-5 seconds. 

Boys’ Standard B Test: Pull-up, 6 times; standing 
broad jump, 6 feet 6 inches; 60-yard run, 8 seconds, or 
100-yard in 14 seconds. 

Boys’ Standard C Test: Pull- up 9 times; running high 
jump, 4 feet 4 inches; 220-yard run, 28 seconds. 


Intermediate School Events: 

Group A: Pullup, 7 times; 75-yard dash, 11 seconds; 
standing broad jump, 6 feet 6 inches. 

Group B (choose one): Running high jump with 
straight run, 3 feet 6 inches; basketball toss starting from 
foul line, 7 goals in 30 seconds; running broad jump, 
11% feet. 


High School Tests: 

75% Silver Badge Test: Pull-up, 9 times; running ~ 
high jump, 4 feet 2 inches; 220-yard run, 28 seconds. 

90% Silver Enamelled Badge Test: Pull-up, 12 times; 
running high jump, 4 feet 6 inches; 220-yard run, 26 
seconds. 

Girls’ Standard A Test: Indian club race, 30 sec- 
onds (or potato race, 42 seconds); basketball throw, 2 
goals in 6 trials; walk balancing beam, 24 feet. 

Girls’ Standard B Test: Indian club race, 28 seconds 
(or potato race, 42 seconds); basketball throw 3 goals 
out of 6 trials; balance beam walk, 24 feet with bean bag 
or book on head. 

Girls’ Standard C Test: Run and catch basket or volley 
ball, 20 seconds; long basketball throw, 42 feet, or volley 
ball, 44 feet; volley ball serve, 3 out of 5 trials. 


142 Church and Community Recreation 


The method used in conducting the boys’ events re- 
quires no special explanation. The girls’ events are con- 
ducted as follows: 

Indian club race: Two circles 3 feet in diameter are 
inscribed side by side. Three 1-pound clubs are placed 
on end in each circle. Chalk a starting line 30 feet away. 
The runner is to start from the line, run to the circle, 
transfer the three clubs one at a time to the other circle, 
put them back again and re-transfer them to the other 
circle, and then run to the starting line. 

The potato race: Four 12-inch circles are inscribed 15 
feet apart. The start and finish line is 15 feet from the 
first one of these. The first circle contains a basket not 
over 2 feet high and 1 foot in diameter. Run to the 
basket, take out one potato, and put it in the first circle, 
circle around the basket, take out another potato and put 
it into the second circle; and repeat with the third and 
fourth circles; run back to the starting line; then reverse 
the process and return the potatoes one by one to the 
basket. 

Basketball toss can be tried from any point on a 15- 
foot radius. Direct or banked shots count. 

Balancing: Two trials. A beam 12 feet long and 2 
inches wide is set on edge. Two methods are allowed: 
First, start from center, walk to end, walk backward to 
center, turn, walk forward to end, turn, walk forward to 
center. Second method: Start from center with bean bag 
or book held on one hand, walk to end, turn, walk entire 
length forward, walk backward to center. 

Running and catching ball: Stretch a cord ten feet from 
the ground and thirty feet away from the starting line. 
Start with the ball, throw it on the run over the cord, 
catch it on the rebound and run back to start. Repeat 


Recreation Plans 143 


twice and finish at the starting mark. If the ball is not 
caught on the rebound, that lap must be done over again. 

Ball throw for distance: Thrown from inside a 6-foot 
circle. Three trials allowed. Throw with one arm. 
Thrower must remain in circle until ball strikes ground. 

Volley ball serve: Serve over a net 8 feet high from a 
line 24 feet away. It must fall into a 10-foot square 
marked 10 feet beyond the net. It must be tossed and 
served as in tennis, but served with the hand. 


Playground Association Athletic Badge Test For Girls: 

First test: 

1. Balance beam walk, 24 feet on a beam (2 by 4 on 
edge) 12 feet long. 

2. Potato race, 22 seconds; or all-up Indian club race, 
30 seconds; or 50-yard dash, 8 seconds. 

3. Basketball distance throw, 35 feet; or 12-inch indoor 
ball accuracy throw, 2 strikes out of 5 at 25 feet. 

4. Volley ball serve, 2 in 5; or tennis serve, 3 in 6; or 
basketball goal throw from 10-foot line, 3 errors allowed. 

Second test: 

1. Balance beam walk, 24 feet with book on head and 
full knee-bend once. 

2. Potato race, 20 seconds; or all-up Indian elub race, 
20 seconds; or run and catch, 19 seconds; or 50-yard 
dash, 7 3-5 seconds. 

3. Basketball distance throw, 45 feet; or 12-inch indoor 
ball accuracy throw, 3 strikes out of six throws at 30 feet. 

4, Volley ball serve, 3 in 6; or tennis serve, 3 in 5; or 
basketball goal throw at 12 feet, 3 in 6; or 12-inch indoor 
ball throw and catch, 2 errors allowed. 

Third test: 

1. Balance beam walk with book on head and full-knee 
bend 3 times. 


144 Church and Communty Recreation 


2. Potato race, 18 seconds; or run and catch ball, 17 
seconds; or 50-yard dash, 7 1-5 seconds. 

3. Basketball distance throw, 55 feet; or 12-inch in- 
door ball accuracy throw, 3 in 5 at 36 feet. 

4, Volley ball serve, 3 in 5; or tennis serve, 3 in 4; or 
basketball goal throw from 15-foot line, 3 in 5; or 12-inch 
indoor ball throw and catch, one error allowed. 

Rules for the above events: 

The test is open to girls of all ages. Events must all 
be done at one time and judged by a responsible adult. 

1. Balance tests: 

First test: Start at center; walk forward to end; walk 
backward to center; quarter turn; full knee-bend, rise 
and complete the turn; walk forward to end; half turn 
and walk forward to center. 

Second test: Same as first with a three-quarter-pound 
book on head. 

Third test: Same as second but hands on hips and 3 
full knee-bends. 

2. Potato race: 70 yards, using five 214-inch objects. 
Runs are started with dropped arm. Mark a 12-inch square 
in front of the starting line; 2 yards beyond, a 6-inch cir- 
cle; and 5 yards further another circle (measure center to 
center). Place a block in each circle. Take off from the 
starting line, get the first block and place it in the square. 
Get the last block and touch the square with it and then 
replace it in the far circle. Get the last block and place 
it in the first circle. 

3. All-up Indian club race: Make two 3-foot circles 
touching; in one of them stand 3 clubs. From a starting 
line 30 feet away, run and transfer clubs to the other 
circle singly, then return to start. Make three such trips 
in all. 

4. Sixty-yard run and catch ball: Stretch rope ten feet 


Recreation Plans 145 


high 30 feet from starting line. With basket or volley 
ball run and toss over line, catch it on the rebound then 
run to start. Make three trips in all. 

5. Basketball throw for distance. Use any kind of a 
throw. 

6. Twelve-inch indoor ball throw for accuracy: Sus- 
pend a 15 by 24 foot target two feet from the floor. Use 
any kind of throw, starting with both feet on the line. 

7. Volley ball serve: From 24 feet serve over an 8-foot 
high rope or net so that ball strikes within a 10 by 10 
foot area. Serve as in tennis, but with the hand. 

8. Tennis serve: Mark a space on the wall 13% feet 
long by 30 inches wide and three feet from the floor; or 
diagram the same sized rectangle on the ground 38 feet 
away; or stretch another net 30 inches above the first on 
a tennis court and serve between the nets. 

9. Basketball toss as in the regular free throw. 

10. Indoor baseball throw and catch: Lay out a 36-foot 
diamond and box for the pitcher 30 feet distant. A base- 
man is on each base and contestant at home. Contestant 
catches a pitched ball from the pitcher in the box, then 
throws it to each baseman in turn. Each player must 
keep one foot on the base. 


National Amateur Athletic Federation Physical EK ffi- 
ciency Tests 


At its 1922 meeting the following athletic ability 
standard was adopted : 


100-yard dash: 5 points for each 1-5 second lower 
than 15 4-5 seconds. Running long jump: 5 points 
for each 6 inches beyond 7 feet. Running high jump: 
5 points for each 2 inches above 2 feet 2 inches. 
Bar vault: 5 points for each 2 inches above 3 feet. 


146 Church and Community Recreation 
The Army Efficiency Test 


This test is suitable for young men. The contestants 
compete in ordinary street clothes and shoes, merely re- 
moving coat and vest. They are classed as efficient if 
they can make the following records: 100 yards run in 
14 seconds; running broad jump, 12 feet; hand grenade 
(or baseball) throw into a target 10 feet square placed 30 
yards away; climb unassisted over an 8-foot smooth fence ; 
obstacle run of 100 yards (obstacles: a 3-foot hurdle at 
10 yards; run up a 5-foot parapet and jump a 10-foot 
trench at 25 yards; go through a 10-foot smooth wire en- 
tanglement at 45 yards; cross a 20-foot trench on a 1-foot 
plank bridge at 70 yards; climb a smooth 8-foot fence at 
85 yards; run to finish). 


ATHLETIC MEETS 


In athletic tests an athlete tries to beat his own record; 
in athletic meets he tries to win first place against other 
competitors. 

There are various kinds of athletic meets which differ 
according to the object in view. Some of the forms useful 
for church meets are here described. 


Individual Championship Meet 


The object in view here is to determine who is the best 
athlete in each separate event or group of events. This 
is the type of meets ordinarily held in schools, colleges and 
clubs. The usual events are: Runs at these distances— 
100 yards, 220 yards, 440 yards, half mile, one mile, one 
mile relay, 120-yard hurdle, 220-yard hurdle. The field 
events are: shot put, hammer throw, discus throw, javelin 
throw, running, broad and high jumps, high pole vault. 
It is best to modify this list of events for church meets as 
follows: Runs of not over 220 yards, high and broad 


Recreation Plans 147 


(long) jumps, pole or rope vault, throwing 6-pound stuffed 
ball, or a 12-pound shot (metal ball). 


All-round Championship Meet 


The object here is to discover the best general athlete, 
so that each man is required to compete in all of the 
events selected. This constitutes an exacting test of any 
man’s general athletic ability and endurance. The kinds 
of all-round meets now in use are the pentathlon (5 
events), the hexathlon (6 events), and the decathlon (10 
events). The last is not suitable for church athletics. 

The Y. M. C. A. men’s pentathlon, events and scoring: 


100-yard run, 10 points for each 1-5 second below 
12 2-5 seconds; running high jump, 4 points for each 
inch above 3 feet 6 inches; pole vault, 2 points for 
each inch above 5 feet 10 inches; 12-pound hammer 
throw, 2 points for each foot beyond 50 feet; mile 
run, 1 point for each second below 6 minutes 40 sec- 
onds. 


The Y. M. C. A. men’s hexathlon, events and scoring: 


60-yard potato race, 4 points for each 1-5 second 
below 18 seconds; 160-yard potato race, 1 point for 
each 1-5 second below 1 minute 3 seconds; running 
high jump, 4 points for each inch above 3 feet 6 
inches; fence vault, 3 points for each inch above 3 
feet 11 inches; standing broad jump, 2 points for 
each inch beyond 6 feet; 12-pound shot put, 4 points 
for each foot beyond 18 feet. 


The potato race needs a little explanation. Two shal- 
low boxes are placed on stands 2 feet high and 31 feet 
apart (outer edges). The runner starts and finishes op- 
posite the one box. He runs around both boxes while 


148 Church and Commumty Recreation 


carrying and placing the “potatoes” (small wooden 
blocks) from the nearer box to the other. In the 60-yard 
run he transfers 3 potatoes, one at a time, and 8 in the 
160 yards. 

The decathlon used in the national A. A. U. meets, is 
too exacting for ordinary athletes. Anyone who desires 
details concerning it will find them in the A. A. U. hand 
book. 

Boys’ Pentathlon and Hewxathlon: 

These indoor events, used largely in the Y. M. C. A.’s, 
are most appropriate for use in church athletics. Each 
boy enters all the events and all his points added together 
make his total score. The boys are classified according 
to weight, each boy competing only against the others in 
his own class. The pentathlon is for boys below 110 
pounds and the hexathlon for those above 110 pounds. 
Boys must be below 18 years of age. The weight groups 
and the events as prescribed in each are as follows: 

Sixty to 80 pound class: 


One-potato race, 5 points for each 1-5 second below 
8 3-5 seconds; three-potato race, 5 points for each 1-5 
second below 20 3-5 seconds; standing broad jump, 
4 points for each inch above 5 feet; running high 
jump, 4 points for each inch above 2 feet % inch; 
snap under bar, 2 points for each inch beyond 1 foot 
5 inches. 


Eighty to 95 pound class: 


One-potato race, 5 points for each 1-5 second 
blow 8 seconds; four-potato race, 2 points for each 
1-5 second below 26 seconds; standing broad jump, 
4 points for each inch beyond 5 feet 6% inches; run- 
ning high jump, 4 points for each inch beyond 2 


Recreation Plans 149 


feet 44% inches; snap under bar, 2 points for each 
inch beyond 2 feet 21% inches. 


Ninety-five to 110 pound class: 


Two potato race, 5 points for each 1-5 second below 
13 3-5 seconds; five-potato race, 5 points for each 1-5 
second below 87 seconds; standing broad jump, 4 
points for each inch beyond 5 feet 11 inches; run- 
ning high jump, 4 points for each inch above, 2 feet 
614 inches; snap under bar, 2 point for each inch 
beyond 2 feet 5 inches. 


One hundred ten to 125 pound class: 


Two-potato race, 5 points for each 1-5 second 
below 138 2-5 seconds; six-potato race, 2 points for 
each 1-5 second below 48 seconds; standing broad 
jump, 4 points for each inch beyond 6 feet 6 inches; 
running high jump, 4 points for each inch above 2 
feet 814 inches; eight-pound shot put, 1 point for 
each 3 inches beyond 12 feet; fence vault, 4 points 
for each inch above 3 feet 6 inches. 


One hundred twenty-five pounds and over class: 


Three-potato race, 5 points for each 1-5 second 
below 19 seconds; six-potato race, 2 points for each 
1-5 second below 42 4-5 seconds; standing broad 
jump, 4 points for each inch beyond 6 feet 10% in- 
ches; running high jump, 4 points for each inch 
above 3 feet % inch; eight-pound shot put, 1 point 
for each 3 inches beyond 17 feet; fence vault, 4 
points for each inch above 3 feet 10 inches. 


In these events the vaulting bar is used for the fence 
vault and the snap under bar. The fence vault is for 
height and the snap is for distance (bar 4 feet 9 inches 
high). 


150 Church and Communty Recreation 


Those who do any work in athletics with boys will do 
well to become acquainted with: 
“Standards of Physical Training,” by Reilly. D.C. Heath & Co. 


“Simplified Athletic Contests for Boys,” by Draper. Association 
Press, 347 Madison Ave., New York. 


Reilly’s Indwidual Classification 


Weight, or any other short cut method of classifying 
boys and girls for athletic work, is defective. To over- 
come these defects as far as possible, F. J. Reilly devised 
a scheme that has been used without complaint for six 
years for boys and girls of the fifth to the eighth school 
grades. The plan is here given: 

Classes. ‘The athletic class in which a pupil shall com- 
pete is determined by the sum of the exponents of his 
age, height, weight and school grade. 

There are five classes. If the sum of his exponents 
(see below) is 21 or fewer, the pupil is put in Class A; 
from 22 to 25 in Class B; from 26 to 29 in Class C; 30 
to 83 in Class D; and 34 and over in Class F. 

Divisions. The pupils are further sorted into two di- 
visions: Fifth and sixth school grade pupils form the 
Junior Division and those in the seventh and eighth 
grades, the Senior Division. 

The following tables give the maximum exponent value 
of each item (school grade, age, height and weight) : 


JUNIOR DIvIstIon 


School grade 5A 5B 6A 6B 


—S | | | |S | 


Age—up to....}| 10)10-1 to 11 |11-1 to 11-6)11-7 to 12 | 12-1 to 13 | 13-1 and over 


— | ———— | | | -—— 


Height—up to. . |4-2/4-3 to 4-5 |4-6 to 4-8 [4-9 to 4-11] 5 to 5-2 5-3 and over 


Weight—up to. .| 64/65 to 74 75 to 84 85 to 94 95 to 104 105 and over 


— |-——$ |  — — | | — 


Exponent value} 4 5 6 7 8 9 


Recreation Plans 151 
Senror Division 


School grade 7A 7p 1B 8A 8B 


| |  _ | 


Age-upto..... 12/12-1 to 13)13-1 to 13-6|13-7 to 14 14-1to15 | 15and over 


Weight—up to..] 74/75 to 89 90 to 104 105 to 119 | 120 to 129 | 130 and over 


Exponent value] 4 5 6 7 8 9 


Example: A boy or girl in school grade 5B, exponent 
value (Column 5B) is 6; age, 10 years 6 months, expon- 
ent value (Column 5A) is 5; height, 4 feet 10 inches, ex- 
ponent value (Column 6A) is 7; weight, 84 pounds, ex- 
ponent value (Column 5B) is 6; sum of exponents, 24. 
Note that 24 falls in athletic Class B. 


Mass Athletics 


The object in view in mass athletics is to make partici- 
pation general and get the great majority of a school, 
church or class to compete instead of a few who are es- 
pecially good athletes. The basis of comparison is not 
individual but group ability. In many cases, individual 
performance is not even measured (in broad events). 
Churches or schools that compete as a whole in this way 
either select a certain percentage of their members or 
agree to confine their entries to a certain definite number 
(20, 50 or 100). Mass athletics will be found suitable 
also for playing at picnics. Only total scores are taken. 

The following are the type of events used: 

Short relay races of various kinds—forwards, back- 
wards, on all-fours, including the performance of some 
stunt while running, ete. Several methods of running off 
these events are in use: (a) Follow relays, (6) shuttle 
relays, (c) stadium relays. 


152 Church and Commumty Recreation 


In follow relays after lines are drawn for the start and 
finish, say 50 yards apart, all teams line up in file forma- 
tion, side by side, back of the starting line. At a given 
signal the first one of each team gets off. An official (one 
for each team) is stationed at the finish line who signals 
with his hand, as each one of his men crosses, for the next 
runner to start, until all have run. 

In shuttle relays, half of each team line up behind the 
starting line and the other half behind the finish line. 
At the signal the first runner of each team starts for the 
other line, and touches the end runner of his team when 
he gets there. The one so touched is off like a shot on 
the return lap and this shuttling back and forth is kept 
up until all the members of each team have done a single 
lap. 

In the stadium relay, two posts, persons, or other ob- 
jects constitute fixed points around which each runner 
must run. These posts are placed in parallel, so that 
there may be no interference between one team and an- 
other. The line should be located in the open between the 
posts so that start and finish may be done on a straight- 
away. 

Various broad jumps can be used to advantage in mass 
athletics: Forward, backward, hop, step and jump, run- 
ning jump, etc. Organize two opposing teams and have 
them execute the jumps shuttle style. A of team 1 jumps. 
Where he “heels,” A of team 2 “toes” and jumps in the 
opposite direction (toward the starting line). B of team 
1 then toes the heels of A of team 1 and so on in turn 
until all have jumped in turn. The distance behind or in 
front between the last jumper and the starting line deter- 
mines the winning team. 

Throwing events are also better carried out shuttle 
style. The best of these events are the shot put, stuffed 


Recreation Plans 153 


ball throw and hurling a stone. Allow a jump from the 
mark in the act of throwing, so that no one can be dis- 
qualified. 

The height events (standing and running high jumps, 
vaults and kicks) cannot be done shuttle style and for that 
reason are not as adaptable for mass events as those given 
above. ‘To shorten the time required for these events 
separate apparatus may be used for each team and only 
one trial allowed at each height (whoever misses one 
height may try the next height, but three misses in suc- 
cession put him out for good). 


Zone Type of Athletic Mass Meets 


This type of meet has one great advantage: It requires 
little space but it does not yield as close a line on the 
ability of the contestants. Three zones or areas are laid 
out on the ground. An athlete who finishes in the nearest 
or first zone gets one point, in the second two points, and 
in the third three points. In the dashes, a judge is sta- 
tioned opposite each zone to observe the position of other 
runners ++ en the winner crosses the line. If enough 
jump stands are not available in the height events chalk 
on the clothing of two men the height of the three zones, 
and have them hold the bar at the required height in their 
open palms. The team with the most jumpers who clear 
the highest mark is the winner. The following events are 
recommended : 


Events Zone 1 Zone 2 Zone 3 
50 yard run Scratch 2 yards from finish |5 yards from finish 
100 yards run Scratch 3 yards from finish |8 yards from finish 
400 yards run Scratch 10 yards from finish |30 yards from finish 
Mile run Scratch 25 yards from finish |50 yards from finish 
Standing broad jump 8 feet 7 feet 6 feet 
Running broad jump 15 feet 10 inches |14 feet 6 inches 13 feet 
12—pound shot 35 feet 30 feet 25 feet 
3 broad jumps 25 feet 22 feet 18 feet 


Standing high jump 3 feet 6 inches 4 feet 3 inches 4 feet 6 inches. 


154 Church and Commumty Recreation 


A Few Important Details in Regard to Conducting Any 
Kind of Athletic Meet 


Decide definitely on the type of meet and who will be 
allowed to compete. 

Obtain entries but do not require entry fees. 

Do not solicit or give merchandize prizes or prizes of 
money value. The most sensible forms of recognition for 
athletic prowess is the posting of photos of the winners 
in the club rooms and prominent mention in a good write 
up of the meet for the local papers. 

Advertise the meet by posters and news items. 

Keep the admission fee low and sell tickets in advance. 
Be sure that free tickets are sent to the press. 

Get competent officials who have had experience. It is 
wise to have some rule books handy for ready reference 
by any of the contestants. 

Arrange everything comfortable for athletes and spec- 
tators. If an enclosed space is not available, stretch ropes 
and have a good force of marshals to prevent interference 
by the spectators with the work of the athletes.» ' 

Choose reliable committee men to look after details, 
such as yarn for the finish, timers’ watches, starter’s pistol 
and cartridges, marking the lanes, numbers and pins, 
megaphone, badges, all apparatus, preparing the jump 
pits, making the runways every three feet, the ares for 
weight events, getting rule book, rake, cross-bar elevator 
and press table. 

Begin on time. Do not wait for tardy athletes. Have 
che runs and the field events going on at the same time. 

Additional information on these subjects will be found 
in the following books: 


“Track and Field Athletics,” by Wegener. 
“Track Athletics Up to Date,” by Clark. 


Recreation Plans 155 


“Athletics in Theory and Practice,” by Hjertberg. 
“Training,” by Murphy. 


Spalding’s Athletic Library rule books (send for a list). 
Women’s Athletics 


Girls below 12 years may compete in all sports and con- 
tests that boys do, but after that a difference should be 
made. In this connection, the resolutions of the national 
committee in charge of women’s athletics should be care- 
fully considered: Minimize individual performance. 
Emphasize team and mass play. Do not exploit or com- 
mercialize their contests. Admit only by invitation, do 
not charge. Publicity should emphasize the sport, not 
the players. A medical examination is necessary and 
sufficient preliminary training to forestall injury. It is 
undesirable to take teams out of the home town. There 
should be little outside competition. Women’s and girls’ 
athletics should not be promoted by men but only by com- 
petent women teachers, managers and officials. There is 
decided objection to developing women athletic stars to 
show their prowess in public. 

Consult “Women’s Guide to Track and Field Athle- 
tics,’ The American Sports Publishing Company, 45 
Rose St., New York City. 


SwIMMING AND Swimmina TANKS 


Until swimming and life saving become required sub- 
jects in public schools, it will continue to be appropriate 
for clubs and churches to assume the responsibility of 
teaching the young to swim. 

Every community should have a community swimming 
beach or a swimming tank with a paid instructor. If a 
community cannot be persuaded to make such provision, 
a local church should attempt to do it, for few things are 


156 Church and Community Recreation 


more appreciated by the young or prove as effective in 
getting their good will. 

Where there are no lakes, ponds or streams within a 
short distance adapted to swimming use, a concrete tank 
and bath houses can be built in a central location. De- 
tails of construction and care of such a swimming pool 
can be obtained from: 

Physical Department, Y. M. C. A., 347 Madison Ave., 
New York City. 

Community Service, 1 Madison Ave., N ew York City. 

Narragansett Machine Co., Peenetdlente: Day) 

A. G. Spalding and Bree 124 Nassau St., New York 
City. 

Fred Medart, St. Louis, Mo. 

The primary use of a swimming place is to teach the 
public how to swim. A campaign to enroll those who do 
not know how should be put on. Get a competent instruc- 
tor. Organize classes for groups of different age and sex. 
Another branch of swimming to teach is life saving. Free 
literature in regard to methods may be obtained of the 
American Red Cross Association, Washington, D. C. It 
is often possible to secure a member of their life saving 
corps at little expense to conduct a local campaign. A 
swimming test similar to a general athletic test leads to 
the discovery of those who can and who cannot swim. 


Swimming Tests: 

For several years the Y. M. C. A.’s have conducted such 
tests and their list of events is suitable for use by any 
organization: 

Beginners’ Test: Swim at least 50 feet, any stroke. 

Swimmers’ Test: Swim 50 yards, any stroke; dive 


properly from a standing position; swim 50 feet on the 
back. 


Recreation Plans 157 


Leaders’ Test: ‘Teach one person to swim 50 feet; 
swim 200 yards yourself; dive from the swimming posi- 
tion and bring up an object from the bottom (opening 
the eyes) ; swim 50 yards on the back. 

Infe Savers’ Test: Dive into water 7 feet deep and 
bring up from the bottom a ten-pound loose bag of sand; 
swim 200 yards (100, use any stroke, and 100, use legs 
only); demonstrate on land five methods of releasing 
grips and two methods in the water. Rescue and tow 
person of own weight 20 yards, using two different strokes, 
ten yards each. 

Swimming Teachers’ Test: Pass the life saving test; 
in addition, teach ten persons to swim 50 feet; demon- 
strate the correct style of swimming the following strokes 
(40 feet each)—on back with hands only, underarm side, 
overarm side, trudgeon, crawl, breast, back double over- 
arm with spread kick, back crawl; execute in proper form 
these dives—swan, back, front jack-knife, back jack- 
knife. 

Infe Saving Instructors’ Test: Pass the swimming 
teachers’ test; teach ten persons to pass the life saving 
test; execute five methods of releasing grip in water; tow 
a person using all of these strokes (50 feet each), breast, 
back in combination with the spread kick and double arm 
grasp, on back in combination with the spread kick and 
double head hold, one hand grip on hair or collar in com- 
bination with any kick, one arm round neck and armpit 
in combination with the scissors kick. 


Swimming Meets 


Swimming contests should be held often as they are 
always attractive. The contestants may be sorted out as 
in general athletics, but differently in some respects; for 
instance, diving can be done in as good form by young 


158 Church and Commumty Recreation 


as adult divers, and very many can do as well in the 
plunge and short dashes. 

Here is a standard program for a meet: Relay race, 
four swimmers to a team, each swimming two lengths of 
the pool; faney diving, each diver required to do the front 
dive, back, front jack and back jack, and from one to four 
other dives; short dashes (one or two lengths, 40 or 60 
feet) ; breast stroke, one or two lengths; 220-yard race; 
plunge for distance; short back stroke; 100-yard race; 
and a team game (water polo, basketball or baseball). 

The distances of the races can be varied to suit the size 
of the pool and the caliber of the swimmers. Races for 
boys and girls should not exceed 20 yards. They should 
not play such strenuous games as water polo or water 
basketball. Water baseball is more suitable. 

Where boating and canoeing are possible some of the 
following features may be added: Singles and doubles, 
canoe upset race, backward rowing or paddling, turn 
about race, canoe tilting, tub racing, burling, barrel race, 
wobble pole or plank, clown stunts. 

Books that will be found helpful in conducting swim- 
ming are the “Official Swimming Guide” (either Spald- 
ing’s or Wilson’s) and “At Home in the Water,” by Cor- 
san. 


Hixine AND OverniIcuHt Camps 


Persons who may have no taste for competition are 
usually fond of walking, and often may be interested in 
group hiking. The following hints will be found useful: 

Luggage. Medium weight high top laced shoes, extra 
shirt, camp lamp, drinking cup, candle, first aid supplies, 
griddle, spoon, plate, matches, camera. All should be 
rolled up in a blanket and poncho. 

Food. For a one night camp, figure on the following 


Recreation Plans 159 


basis: For 3 meals for 6 boys; 2 pounds bacon, one pound 
butter, eighteen eggs, quarter pound cocoa, 1 pound sugar, 
2 cans salmon, 12 potatoes, 1 can condensed milk, small 
box self-raising flour. 

Road Tactics. Set an easy pace. Keep feet warm and 
dry, but head cool (by leaves in hat). Avoid long hikes. 
Drink little water. Walk round or step over obstacles 
rather than on them. Carry a road map and consult it 
frequently (obtain from the Superintendent of Docu- 
ments, Washington D. C.). Occasionally bathe feet in 
cool water. Attend to ingrown toe nails and corns. Dust 
boric acid or foot-ease powder in socks. Carry a note 
book and jot down plants, trees, etc, as seen. 

Camp site notes: Assign duties for pitching camp. 
Select site on dry gentle slope near wood, water, and 
lean-to material. To make a lean-to, swing cross-bar 
between limb crotches of two trees. At intervals of one 
foot, lean poles against this and then attach cross-poles 
on them. Cover these with tips of small trees, hooking 
them into the lattice work thus made. For a bed put 
down a layer of balsam or hemlock butts toward the 
open end. Into these insert some thatch at slight angle 
(butts toward the head). Spread rubber blanket or 
poncho over all. Make camp fire in front of lean-to. 
In windy weather make fire in a hole in the ground. 
Always extinguish fire before breaking camp. 

A sample day’s menu: 

Breakfast: Griddle cakes, fried bacon, potatoes, bread, 
fruit. 

Dinner; Creamed salmon on toast, baked potatoes, 
bread, fruit. 

Supper: Fried eggs or chipped beef, bread, cocoa, 
cheese. 

For safety, boil all drinking water. A ground filter 


160 Church and Commumty Recreation 


may be made by digging a hole 3 or 4 feet from the edge 
of a pond and, after it fills with water, scoop out three 
times. Then, it will be fit to drink. Refuse of the camp 
should be burned. For latrines, dig pits and, upon leav- 
ing, re-fill with earth. 

Long hikes. Be unusually particular about shoes, 
socks, and manner of walking. For men the army shoe 
is good. Shoes should have wide low heels that fit snugly 
only about the heels and insteps, and give the toes plenty 
of play. The box should not be so low as to press on 
the toes. The toe-cap must not be low and stiff. 

Wear woolen socks that are roomy. ‘They, too, must 
allow free play for the toes. Do not wear darned socks 
or ones with holes. Bathe the feet for several days before 
a hike, in cold salt water (alum added is also good). 
liven seasoned hikers will find it best to use this foot soak ' 
the night before a hike and in the morning rub taleum 
powder on the feet and sprinkle it in the socks. 

When resting at noon bathe the feet and sift all grit 
out of the socks. If blisters appear, open and cover them 
with adhesive plaster. 

At the end of a day’s hike, clean the inside of shoes 
with a damp cloth and dry slowly and apply a little oil. 
Too much oil will clog the ventilating pores. 

Avoid macadam roads. Take the back roads. Get a 
government topographical map. 

Cultivate the style of “body walking,” a combination 
movement of the entire body, a rolling, rhythmic, elastic 
step unlike the city-bred stiff, choppy, heel-action style. 


Hints on Campine 


For a camp that is to extend over several weeks, choose 
a permanent location from two to four miles from “civ- 
ilization” and near a food supply. If a camp be too 


Recreation Plans 161 


close to town, there is little real camping spirit. It should 
be located on a high, dry, gentle slope in an open space 
surrounded by trees, on a sandy sub-soil, but not a sandy 
surface, having good swimming and boating facilities and 
good drinking water. Have the drinking water analyzed. 
There should be a field close by suitable for all kinds 
of ball games and other sports. 

Locate the tents in the sun to avoid dampness. Do 
not pitch them near the kitchen and eating place on 
account of the noise. 

The best tents are 12 by 14 feet, made of 8-ounce 
mildew proof duck, with a 10-ounce duck fly. Use 
manilla guy ropes. Build raised wooden floors and dig 
a trench around each. Drive guy stakes at 45-degree 
angle. 

Pavilion, dining room, and kitchen must be near the 
water supply, which should be piped, if necessary. 

Locate latrines at a distance on the side opposite the 
drainage and take the direction of the prevailing wind 
into consideration. Make them fly proof. Apply chloride 
of lime daily and remove and bury contents weekly. 

Personal Equipment Necessary.a—Wool sweater coat, 
2 suits of gray underwear, 2 pairs of stockings, a jersey, 
outing flannel pajamas, handkerchiefs, 2 pairs of 
blankets, a poncho, Turkish towels, leggings, running 
pants, tooth brush, soap in a stout box, comb, brush, pens, 
safety pins (large), note book, twine, paper, pencils, 
stamps, envelopes, needles, thread, matches in tight box, 
drinking cup, knife, whistle, fish line and hooks, Bible, 
money. ach one should put his name on everything that 
belongs to him. A steamer trunk or strong box with 
shelves and drawers make an excellent “bureau.” 

Leadership and Management.—A director who has tact 
and authority; a senior council composed of the director 


162 Church and Commumty Recreation 


and senior leaders; departments each with a senior leader 
as follows: 
Food: In charge of menu, supplies, dish washing, 

and dining room. 

Sanitation: In charge of water, wastes, and latrines. 

Entertainment: In charge of games, sports, and social 
features. 

Education: In charge of first aid course, life saving, 
manual training, music, and library. 

Safety: In charge of fire protection, camp fires, life 
saving, and weather signals. 

Assign a senior tent leader to each tent to direct all 
activities, keep discipline and set a good example. 

Schedule of Activities.—A successful camp should not 
be a time waster but an outdoor school with regular 
studies, duties and hours of play. Put each one through 
a medical examination, physical training, first aid instruc- 
tion, construction work. The main object is to learn 
to enjoy outdoor life (fish, sail, row, swim, sleep out, 
prepare food, roam woods, and rough it generally. 


A sample daily schedule: 

T7a.m. Rising bugle; turn out in pajamas for 
setting-up drill (no exceptions) fol- 
lowed by flag raising and a 5-minute 
dip. 


7:30a.m. Breakfast followed by Bible reading. 
8:15a.m. Beds aired, camp cleaned, kitchen work. 
9:30a.m. Educational features. 
1la.m. Swimming class 20 minutes. 
11:30a.m. Make up tents. 
12 m. Free time. 
12:30 p.m. Dinner followed by delivery of mail. 
1:15 p.m. Quiet hour (rest, reading, nap). 


Recreation Plans 163 


2p.m. Sports, contests, and hikes. 
5:45 p.m. Flag lowering. 
6p.m. Supper followed by announcements of 
the inspector and then religious 
instruction. 
7:15 p.m. Campus games. 
8:45 p.m. Evening devotions in tents (religious 
song's ). 
9p.m. In bed. 


General Suggestions—Have a camp motto, such as, 
“Keep smiling.” Designate the best kept tent daily, by 
a flag. Tent names and yells. Tents take turns in doing 
general work (not over 3 hours), clean up, kitchen duty, 
foraging for wood, etc. Penalize owner a small sum when 
lost articles are returned. Have boat on patrol during 
swim period. Substitute a spirit of general good com- 
radeship for “rough house.” Have it understood that all 
hands respond to the call of a whistle. Allow no firearms, 
explosives, tobacco, or bad language. No swimming to 
be done at other than scheduled periods. The best mode 
of discipline is a quiet talk with the offender and the 
imposition of some useful duty, or get the offender to 
suggest his own punishment. Appoint a camp banker 
and get campers to deposit money, tickets, etc., with him. 
Have a council of leaders meet daily. Be strong on sani- 
tation. Allow no pollution of camp ground, burn all 
rubbish, dig cesspool, provide barrels or boxes for rubbish. 
Boil or filter drinking water. 

Do not conduct a camp store. Discourage the spending 
of money. Advise parents not to send food or visit the 
camps. Do not make the camp a summer school. Limit 
it to outdoor life. 


164 Church and Community Recreation 


BOOKS ON CAMPING 


Scout Manuals. 

“Book of Camping and Woodcraft,” by Kephart. Macmillan. 
“Summer Camps for Boys,” Association Press. 

“Camping for Boys,” by Gibson. Association Press. 


ScouTING 


Scouting is now the leading educational and recrea- 
tional feature in church work for the young. No one 
should attempt this work without a careful study of Scout 
Manuals. All there is space to give here is the funda- 
mentals—just enough to encourage those who have not 
attempted to undertake it. 

The scout movement is difficult to classify because it 
includes so many features. The purpose of the organiza- 
tion, according to its founder, is to counteract the growing 
tendency to soft living. ‘To accomplish this purpose, 
he devised a course of training in self reliance, patriotism, 
discipline, observation, courage, honor, self control, 
friendliness, helpfulness, and reverence—“not merely for 
the sake of skill, but the use of self mastery for the good 
of others.” 

History.—Started in England in 1907 by General Sir 
Baden-Powell; it crossed to America in 1910. Its early 
success here soon led to a rival organization, emphasizing 
military instead of peace features. This organization 
has been absorbed since by the first so that there is now 
only one governing body. 

Organization.—/(a) A national council, composed of 
100 prominent men, assigned to various committees. 
Their work is eal nctoee service, and their authority 
is final. 

(b) Paid national executives who are responsible to 
the national council: national commissioners, secretaries, 
editors. 


Recreation Plans 165 


(c) A local council in each community. Its important 
local committees are: the Court of Honor that act as 
judges at tests and the troop committee of three who are 
responsible with the scout master for the success of the 
local work. 

(dq) The local organization consists of troops and 
patrols. A troop which consists of from one to four 
patrols is officered as follows: scout master, senior scout 
leader, secretary, treasurer, librarian, bugler, and color 
guard. <A patrol consists of eight scouts with a patrol 
leader, assistant and scribe. 

Standard classes and requirements.—Given below 
under “teaching points.” 

Plan of Action.—Methods: The work of scouting is 
done in meetings, on hikes, and in camps. In winter, 
meetings are held weekly indoors from 7:30 to 9 p. m., 
and the hikes occur on Saturdays and holidays. 

Scoutmaster’s Place and Duties——The scoutmaster is 
the pivot on which the whole organization swings. Its 
success or failure depends upon him. His responsibili- 
ties and rewards are both great. He looks after the 
executive work of the local organization, conduct and 
morale of the troops, planning the troop meetings and 
outdoor activities, enlisting instructors, advisers, exam- 
iners, seeking opportunities for scout service, delegating 
authority to patrol leaders and assistants, and supervising 
their work. 

A scout master should be at least twenty-one years 
old, subseribe to the scout law and oath, and be a man 
of proven moral character, with a genuine interest in 
boys and a love of outdoor life. He should be manly 
and zealous, sympathetic, tactful, and impartial. He 
need not be an expert himself in everything, but he 
should strive to become passably proficient in as many 


166 Church and Community Recreation 


departments of the scout movement as possible. He 
must be principally a leader, a planner, and a hard 
worker. It is highly desirable that he should be a Sunday 
School teacher and affiliate his troop with a church. 
Scouting can be made the determining factor with boys 
in inducing them to join the church, because its combina- 
tion of physical, social, and religious features appeals 
to them strongly. 

Scout Oath.—The scout oath, taken at the initiation, 
is: “On my honor I will do my best to do my duty to 
God and my country and to obey the scout law; to help 
other people at all times; to keep myself physically strong, 
mentally awake, and morally straight.” 

Scout Law.—The law is: “A scout is trustworthy, 
loyal, helpful, friendly, courteous, kind, obedient, cheer- 
ful, thrifty, brave, clean, and reverent.” The amplifica- 
tion of this law amounts to a complete moral code. The 
distinctively religious ideals which are lacking, can easily 
be grafted into the scout law. There is no better way 
to do this than the adoption of the Christian Citizen- 
ship Program of the Y. M. C. A.’s, outlined in a previous 
chapter. 

Principles to Observe in Selecting Scout Activities.— 
Scout masters may exercise great freedom in selecting 
programs since no definite ones are prescribed for them. 
The scout masters’ manual and the scout paper (Scout- 
tng) suggest many programs that may be modified freely 
to suit a particular case. 

The interests of the boys are made primary and not 
those of the scout master in determining the line of 
activities. Experiment with a wide range of activities 
so as to discover what these interests are in the case of 
the different ones. A study of boy psychology is help- 
ful in this connection (consult MacDougall’s list of 


Recreation Plans 167 


fundamental boy instincts given in another chapter). 
Experience has shown that the following activities are 
likely to appeal most to any set of boys; Games, sig- 
nalling, first aid, knot-tying, campcraft, woodcraft, ele- 
mentary astronomy and _ ornithology, swimming, 
carpentry. 

Scout Requirements and How to Teach Them.—The 
central aim, of the scouting movement is to get boys to do, 
as well as to learn about, things. Therefore, grades are 
kept as in any other educational system. The boy 
becomes a “‘tenderfoot” upon joining and must pass some 
simple tests. The next grade is called “‘second class 
scouts,” then “first class scouts,’ and after that there are 
many elective courses, called “Merit Badge Tests,” with 
special honors for those who pass ten and twenty-one, 
respectively, of them. 

Tenderfoot Requrements and Teaching Hints.—New 
members are to memorize the scout oath and law. Explain 
carefully what each law means. Do not use pious phrases 
nor moralize; boys want these explained by actions, 
not words. 

Then get them to explain in their own way the mean- 
ing of the oath and law. 

Teach them the history of our national flag and the 
customary forms of respect paid to it: Hats off when 
it is passing in review; other flags dipped on like occasion ; 
raised at sunrise and lowered at sunset. Do not allow 
it to trail “in the dust.” Only the church flag should 
ever float above it. On memorial day and in honor of 
dead soldiers and statesmen, fly it at half mast in the 
forenoon and at full mast in the afternoon. To half- 
mast a flag, first raise it to the top. Do the same in 
lowering it. 

Get an expert, if possible, to teach knot-tying, and 


168 Church and Commumty Recreation 


take the course with them without bluff of superiority. 
The following knots are required: Square, sheet-bend, 
bowline, fisherman’s, sheep-shank, halter, clove-hitch, 
timber-hitch, or two half hitches. Explain the names 
of the parts of a rope—‘‘free end, standing part, bight 
(loop). To arouse interest in knot-tying, display a good 
assortment of well tied knots mounted on a board. 

Second Class Scout Requirements and Teaching 
Hints.—Before he is allowed to try this test, a member 
must have been a tenderfoot at least one month. 

First aid should be taught under the eye of a physician, 
and the Red Cross textbook used. The requirements are: 
How to treat fainting, shock, fractures, bruises, sprains, 
open wounds, burns and scalds. Demonstrate how to 
carry the injured; the use of bandages and tourniquet. 

Signalling requirements: Knowing the international 
Morse alphabet or the semaphore code, preferably the 
first. The best plan of instruction is to discover and 
train the most apt among the boys and assign them to 
teach the others. Later, institute contests between patrols 
and individuals. : 

Tracking half a mile in 25 minutes in the open coun- 
try. Use tracking irons. Go a mile in just 12 minutes. 
(Used to estimate time and distance). On hikes, the 
right method of handling knife and hatchet should be 
practiced. 

Build a fire in the open with only two matches. This 
is best done in a sheltered place or in a hole in the ground. 
Have the pupil learn to govern himself by the direction 
of the wind, character and quantity of the material availa- 
ble, and the nature of the surroundings. The best con- 
serves of heat are stones heated at the bottom of a hole in 
the ground. 

Cook 14 pound solid meat and 2 potatoes in the open, 


Recreation Plans 169 


using ordinary cooking dishes. Do not allow a candidate 
to select frankfurters for this test, because they are already 
partly cooked. 

Demonstrate the points of the compass. Have boys 
make diagrams and mark the points. On hikes have them 
indicate directions. 

First Class Scout Requirements and Teaching Hints.— 
Swim 50 yards. Get a competent instructor. ) 

First aid tests are: For panic prevention, action in 
fire, ice, electric and gas accidents, runaways, mad dog, 
snake bite, dislocations, unconsciousness, poisoning, faint- 
ing, apoplexy, sunstroke, heat exhaustion, freezing, sun- 
burn, ivy poison, bites, stings, nose bleed, earache, 
toothache, inflammation or grit in the eye, cramp or 
stomach ache, chills. Demonstrate artificial breathing. 

Signalling, mile in 12 minutes; knife and hatchet 
handling, and outdoor cooking tests are no different for 
second class scouts. 

Map reading: Scout must learn the use of the scale, 
estimate the grade, recognize summits, ridges, valley 
lines, heights, ete. Get a United States topographical 
map of the section (Department of Interior, Washing- 
tone O,); 

Judge size, number, and distance of objects. KEsti- 
mates must be correct to the extent of 20 per cent. Have 
frequent practice on hikes in these tests. 

Nature study test: Collect, mount and draw speci- 
mens, label familiar trees, name three constellations, visit 
natural history museum and write-up some specimen. 

Train another boy in the tenderfoot requirements, 

Finally, a scout must present credentials from parents 
and neighbors to show that he has been a good scout. As 
these should be given by word of mouth, they require 
personal visits by the scoutmaster. 


170 Church and Commumty Recreation 


Merit Badges.—After his completion of the required 
courses given above, a scout may elect any of the follow- 
ing subjects, to which a number of tests are attached. 
(See “Scout manual’): Agriculture, angling, architec- 
ture, art, astronomy, athletics, aviation, bee-keeping, 
blacksmithing, bugling, business, camping, carpentering, 
chemistry, civics, conservation, cooking, craftsmanship, 
cycling, dairying, electricity, firemanship, first aid, 
forestry, gardening, handcraft, horsemanship, life sav- 
ing, machinery, marksmanship, mining, music, ornith- 
ology, painting, pathfinding, personal health, photography, 
plumbing, poultry raising, printing, public health, 
scholarship, sculpture, seamanship, signalling, stalking, 
surveying, swimming, taxidermy. The good scoutmaster 
will get his graduate scouts to take as many of these as 
possible, stimulating them to work up to the rank of 
“Eagle” scouts, which is the highest honor. 

A “life scout badge” is awarded to all first class scouts 
who have qualified for these five merit badges: first aid, 
athletics, life saving, public health, personal health. 

A “Star” scout badge is awarded for earning ten merit 
badges. Five must be the life scout tests and the other 
five may be selected. 

An “Eagle” scout is one who has qualified in. twenty- 
one merit tests. 

A local “Court of Honor,” appointed by the local coun- 
cil, examines and passes upon all tests for merit badges 
and may invite experts in any subject to assist. 

Honor medals are awarded by the National Council 
for acts of bravery as follows: Bronze medal for saving 
a life; silver medal for saving life at great risk; gold 
medal for saving life at extreme risk or for service of 
peculiar merit to the Scout movement. 


Recreation Plans 171 


General Suggestions to Scout Masters.—Encourage 
scouts to volunteer for tasks that will be of service to 
the community. 

Introduce variety into the weekly meetings. 

A “chain quiz” makes an interesting feature. Hach 
one who successfully answers a question asks another of 
someone else; it must be one to which he is supposed to 
know the answer. 

_A practice period in asking intelligent questions is an 
excellent number for an evening’s program. 

Hold written quizzes, limiting the time in which to 
answer each question. 

Devise ways to work off excessive energy. 

Do not preach. Get the scouts to do that for each 
other by turning the talk to worthy topics. 

Keep all promises that you make to the scouts. 

Remember boy nature: “A little barbarian, some 
knighthood, sometimes a desire to do right, disgust for 
conventions, sophistications, and formality, some respect- 
ful tolerance, desire to attain distinction without much 
effort, and a desire to follow right leadership.”—Rich 
ardson. 

Set the right example. Like leader, like boy. 

To get a necessary piece of hard work accomplished, 
find a way to unite with it something the boys delight 
to do. 

Avoid assigning too large or too small tasks. 

Select patrol leaders, train them, and impress them 
with their responsibility as leaders. As a general rule, 
select fifteen-year-olds to lead twelve-year-olds; but what- 
ever the age of the natural leaders discovered, use them. 
In searching them out, look for these qualities: initiative, 
resourcefulness, self-control; a boy good as a team-mate. 


172 Church and Community Recreation 


A system of monthly rating of troop leaders stimulates 
efficiency. 

A troop waiting list stimulates in outsiders a desire 
to join. 

Prize giving is baneful. The best boy is soon dis- 
covered and the others drop out. Prizes discourage 
co-operation. The merit badge system is the best since 
it gives everyone a real chance to win. . 

Secure the co-operation and services of the parents. 

Self-government is fundamental. 

Do not permit meetings to run over one and one-half 
hours. Be prompt. Have every boy doing something 
all the time. ‘Teach them to salute superior officers and 
to say “‘sir.” 

Orders given should be given through boy officers rather 
than directly. | 

Hold exhibitions of scout work; dinners where friends 
are invited; parents’ nights; dramatics; debates; minstrel 
show; circus; athletic meets; swimming features; and 
life saving. 

SCOUTING LITERATURE 
“The Scout Manual” and “The Scout Leaders’ Manual.” 
“The Scout Movement as Applied to the Church,” by Rich- 


ardson. 
Boy Scout Magazine and Scouting. 


Other Organizations for Boys and Girls.—Other 
desirable clubs for boys and girls besides the Scouts, 
are the Woodcraft League for boys and girls and the 
Campfire Girls. 

Both of these set certain standards of accomplishment 
for advancement. They differ principally in their cen- 
tral idea or dominant motive. For example, the central 
aim of the Woodcraft League is to keep alive the virtues 
of the outdoor life and they base their work upon the 


Recreation Plans 173 


customs of the American Indian. The Campfire Girls 
also make a great deal of outdoor life, but their main 
emphasis is on the home and home virtues as symbolized 
through fire making and tending. Much is made by 
them, also, of ceremonies and symbolism. 

The choice between these organizations will turn upon 
the kind of leadership available. Before reaching a final 
decision, consult the manuals published by these organiza- 
tions and talk with the promoters of successful clubs. 
The addresses of their headquarters are: 

The Boy Scouts, 200 Fifth Ave., New York City. 

The Girl Scouts, 189 Lexington Ave., New York City. 

The Woodcraft League, 13 W. 29th St., New York City. 

The Campfire Girls, 31 E. 17th St., New York City. 


SocIALs 


Socials have always been, for most church groups, the 
standard form of recreation. Many of them are held 
where the room is limited, which restricts the number 
of things that can be done. There is always a demand 
for some new variant of the old standbys on the enter- 
tainment program for the evening. 

As the number of churches with gymnasiums or large 
halls increases, a greater variety will be possible. The 
tendency will also be toward more active pastimes and 
away from the sitting down games. 

Some elements essential to success in conducting 
socials are: 

A cheery play master whose word is law. No other 
duty should be assigned to him for that occasion. The 
use of a whistle is the best way to get attention. 

Start games as soon as the first arrivals appear. 

Alternate quiet and active games (about ten minutes 
each). The most popular active games are full of hunt- 


174 Church and Commumty Recreation 


ing and running about. The most popular quiet games 
involve guessing and imitation. 

Select games adapted to the number and ages of those 
present. 

Do not discard old games if they are popular. 

Things to avoid: Two things going on at the same 
time; separation of chums; stopping a good time to cor- 
rect minor faults; complicated games, and games that 
require much preparation or are expensive; games that 
involve much writing, reading, reciting, and remember- 
ing names. Ward off events that are too slow; or that 
will embarrass any one; or that tend to encourage rude- 
ness; or that tend to produce cliques. Avoid elaborate 
decorations. Do not give prizes but use favors that all 
may enjoy. 

Forfeits are questionable. 

Have some numbers in which all of the company par- 
ticipate at the same time, such as a march, a drill, or 
a song. 

Group stunts are always interesting and admit of 
indefinite variation. Divide the company into squads. 
Allow five minutes for each group to get together and 
decide on their stunt; then call on them in turn. Some 
favorites are charades, pantomime, impersonations, mim- 
icking, and singing. Avoid long drawn out stunts unless 
the entire evening is devoted to stunts and each group 
is assigned a specified time. If an individual member 
of a group has a star number, his act should be dove- 
tailed into a group stunt, rather than made the “whole 
show.” Where a stunt program is a novelty, it is well 
for the master of ceremonies to coach the group leaders 
in making their selections. 

Children’s parties require adult supervision, but the 


Recreation Plans 175 


suggestions of the children should be given every con- 
sideration and adopted if at all feasible. 

Distribute the responsibility for planning and manag- 
ing socials and not have one person or committee do it 
all. Be on the lookout for new talent and help develop 
it. Everyone can be trained, and usually will be found 
teachable, if asked to do things well within his com- 
pass in the beginning. 

Take your pastor into your confidence and give him 
a part in every social. 

Sample programs for social evenings: 

A. A parade; active games or stunts; quiet game; active 
game; quiet game; charades in two groups; divide into 
four groups for group stunts; singing by all present. 

B. A progressive conversational period; two or three 
mass games (tag), team relay races; a special number 
(reading or solo); eats; social mass games (buzz, prog- 
ressive spelling, ete.) ; mass sing. 

C. Greeting parade; quiet circle game (gossip) ; active 
circle game (pummel); team game (fluff or feather cork 
voyyel) ; relay race (can rubber) ; mass circle game (circle 
ball) ; individual stunts (balance, reaching, knacks) ; gym- 
nastic drill or steps; eats; quiet group games. 

D. (1) Introductory feature. Hand a slip of paper to 

each guest as he arrives, on which is a word that is dupli- 
eated on another slip. Those who get the same word 
are to pair off as partners. 
_ Each one is to leave the room and on his return greet 
each one in the company in a different manner. When he 
has done this, he must relate some recent item of cur- 
rent events. 

Each member of the company now seeks out his part- 
ner, who has drawn the same word as his own. All march 
in pairs, singing some rousing march song. At the close 


176 Church and Community Recreation 


all get together in the center of the room, wave their 
arms and join in a yell (e. g., “We're all happy, we’re all 
here, we’ll come again, never fear.”’) 

(2) Group games. Form the company into four 
groups, according as the word on the individual slips 
is a noun, adjective, verb, or an adverb. [Each group 
then does a turn (a drill, song, farce, stunt). 

(3) Mass games. 

(a) Keep a toy balloon bobbing with only hands 
or head. 

(b) Spelling words backward match. Use words 
of not over five letters and limit each trial to ten seconds. 

(c) Ring tag. Slip a ring on a string that reaches 
around the circle, each player grasping the string. Pass 
the ring from hand to hand. Whoever is “IT” stands 
in the center and tries to tag the hand that holds the ring. 
Whoever gets caught then takes his place. 

(d) Bobthe-bob. “IT” in the center of the circle 
points to any player and says, “‘bob-the-bob.” The player 
so addressed who does not immediately reply, “bob” must 
take his place. Anyone who can be induced to say “bob” 
in response to any other demand than bob-the-bob, must 
also take the place of the player in the center. 

(4) Eats. Have the whistle blown every minute dur- 
ing refreshments as a signal that each one is to “change 
partners” and converse with someone else. 

(5) A special number arranged in advance. It may 
be a reading, a solo, an instrumental number, magic, ven- 
triloquism, ete. 

(6) “A sing.” Sing some of the best wholesome popu- 
lar songs. 

Here is a list of some of the best books: 


“Mary Dawson Game Book.” 
“Book of Parties and Pastimes,” by Dawson and Trilling. 


Recreation Plans Le 


“Book of Entertainments and Frolics,” by Dawson 
“Fun for Everyone,” Community Service. 
“Parlor Games,” by Wright. 

“What Shall We Do Now?” by Canfield. 

“Social Games,” by Elsom and Trilling. 

“Bright Ideas for Entertaining,” by Lunscott. 

“Tce Breakers,” by Geister. 

“Social Activities for Men and Boys,” by Chesley. 
“How to Amuse an Evening Party,” by Dick. 
“Indoor Merrymaking,” by Mendel. 

“Socials to Save,” by Wells. 

“Righty Pleasant Evenings,” by Wells. 
“Children’s Parties,” by Harbin. 

“Good Times for Girls,” by Moxcey. 

“Indoor Games for Children,” by Crosier. 
“Phunology,” by Harbin. 


Pusiic SPEAKING 


Debates, literary societies, mock-councils, legislatures, 
congresses, conventions, trials, etc., are forms of cultural 
recreation that may well be fostered by churches. 

Debates may be made worth while if vital problems 
are debated. Debating should be carried on in connec- 
tion with club and class work. Impromptu debating may 
be arranged at adult social gatherings. Sometimes bur- 
lesque debating may be featured, but the participants 
must be picked men who are capable of real humor. 

The details essential to the right conduct of a 
debate are: 

Appoint a general committee of arrangements to select 
the chairman, the judges, the question, the debaters, 
and the date. 

The chairman should be familiar with the details of 
debating. It is his duty to preside; to announce the sub- 
ject; to call up the debaters in turn; to hold them to their 
subject; to warn them when their time is up; to instruct 
the judges; to receive the sealed decision of the judges; 
and to announce the results. 

Three judges are usually chosen who station them- 


178 Church and Community Recreation 


selves in different parts of the room. Each writes his 
decision, seals it, and hands it to the chairman. 

Two debaters are usually selected for each side of the 
question. An alternate is also chosen for each side in 
case one of the two regular debaters is prevented from 
appearing. In club debates it is sometimes a good practice 
for those present to form sides and give each speaker 
two minutes for debate. 

The order of debate is standardized. Each speaker has 
a time limit. The debaters alternate, the affirmative lead- 
ing. After all have spoken once, each side is allowed 
three minutes to rebut the arguments of its opponents, 
but no new arguments are allowed. Questions of the 
day make the best subjects for debate and material for 
preparation on them is most abundant. Debaters will 
find such magazines as The Interary Digest, World’s 
Work, Current Opinion, and The Independent valuable 
in the work of preparation. 

The following suggestions for a debater have been 
drawn up by Baird, the coach of the world’s champion 
college debating team: 

Believe sincerely in your cause. 

Know your subject thoroughly, all the facts pro and 
con, so that you could, if called on, present the opponents’ 
case as well or better than they can themselves. 

Distinguish between assertion and evidence. 

Points in Speaking: 

Use simple sentences, short and full of horse sense. 

Do not orate. Use homely illustrations and practical 
observations. 

Do not enumerate all your arguments at the start. 

Show how the problem affects the hearers concretely, 
especially as regards their finances and personal well 
being. 


Recreation Plans 179 


Appeal to the love of integrity in the hearers; all men 
revolt against graft and deceit. 

Be fair to opponents. Do not garble their statements. 
Show a sympathetic attitude and an appreciation of their 
case, and explain the reason—your own case is so much 
stronger that there is no need to belittle their arguments. 

People prefer to be optimistic. Emphasize the fact 
that your proposals will work out best in the long run. 

In mock (imitation) trials, councils, ete., the routine 
of the real affairs must be closely mimicked. In mock 
trials there must be a judge, jury, prosecuting attorney, 
plaintiff, defendant, attorneys, witnesses, clerk of court, 
and police. The order of procedure is: The judge over- 
sees the examination of citizens summoned until the jury 
box is filled. The clerk reads the docket (the order of 
cases to be tried). As each case is called the prosecutor 
produces the defendant, states the case, produces his wit- 
nesses, who tell their story and are then cross-examined 
by the defendant’s attorney. The latter then conducts 
the defense, producing his witnesses, who tell their story 
and are then examined by the prosecutor. The defendant 
may or may not be put on the stand. The judge instructs 
the jury, who retire and after deliberating bring in a 
verdict, read by the chairman of the jury. The judge 
pronounces the sentence. 

In mock city councils, the personnel consists of a mayor, 
a clerk, and a board of aldermen. The mayor appoints 
the aldermen to serve as heads of city departments: 
Police, fire, health, finance, education, law, parks and 
streets. In large cities there will also be child welfare, 
civil service, docks, correction, transit, public welfare, 
housing, standards, water supply, street cleaning. The 
mayor presides at the meetings, and a clerk keeps the 
minutes. The order of business is roll call, minutes, 


180 Church and Community Recreation 


reports on old business, commissions, etc., new business, 
adjournment. Each department has separate meetings 
on‘ its own affairs, presents its reports, findings, and 
recommendations to the council through its chairman. 
These are then discussed and brought to a vote in the 
council. 

In mock upper or lower houses of a State Legislature 
or of Congress use a simplified plan of organization. 
Name the presiding officer of the upper house, ‘‘presi- 
dent,” of the lower house “the speaker.”’ Appoint a clerk 
and a sergeant-at-arms. Members of the upper house in 
both the State Legislature and national Congress are 
called “senators,” of the lower house “representatives” 
(in Congress they are also called “congressmen”’). Hach 
legislator is appointed by the presiding officer to serve on 
one or more committees. The number of committees need 
not be many, selections may be made from the following: 
For the senate—agriculture and forestry, appropriations, 
banking and currency, civil service, commerce, education 
and labor, finance, foreign relations, immigration, inter- 
state commerce, judiciary, manufacturers, military 
affairs, mines, navy, military, pensions, post office, privi- 
lege and election rules. 

The order of business is the same as in any deliberative 
body: Call to order, reading of the minutes, old business, 
new business, adjournment. Any legislator may at any 
session introduce in writing a bill that he desires shall 
become a law. After reading by the clerk, it is referred 
to the proper committee. When the committee reports it 
back to the general body, an hour and day is set for debate 
after which it is voted upon. 

A “mock trial” may form part of the evening’s program 
at a social, but care should be taken not to spin it out 
until it becomes tedious, as is usually the case. Mock 


Recreation Plans 181 


congresses and legislatures are not appropriate for a 
single social occasion, but rather for club and debating 
society use. They afford excellent training in govern- 
ment procedure with which every citizen should familiar- 
ize himself. If it is possible to get the help of a local 
lawyer or the legislator of the district, that will add 
ereatly to the prestige of the affair. 


AN APPROPRIATE LIST OF BOOKS 


“Both Sides of One Hundred Public Questions.” 
“Debaters’ Handbooks,” by Wilson. 

“Hlements of Debating,’ by Lyons. 

“Cushings’ Manual,” or “Robert’s Rules of Order.” 
Any good book on civil government. 


ENTERTAINMENTS 
Amateur Plays and Entertainments 


Dramatics have long been a feature in church recrea- 
tion and the presentation not only of religious but of 
wholesome secular plays deserves to be encouraged. There 
is a pronounced educational and social value in much of 
the work connected with producing plays. 

Producing a successful play is no lhght undertaking 
and it is well for inexperienced promoters to inform 
themselves carefully in regard to the necessary details. 

A good organizing committee, a chief director and sey- 
eral assistant directors are also absolutely essential. The 
organization committee appoints all sub-committees, se- 
lects the play or program, picks the talent, and arranges 
for the rehearsals. 

Various directors are needed: The chief director who 
must be a good executive; a stage director who arranges 
scene shifts and has charge of the helpers (light man, 
scene shifters, curtain raiser); a costume director who 
designs the costumes with the assistance of a committee 


182 Church and Community Recreation 


and has charge of the make-up; a musical director in 
charge of the orchestra and the musical numbers; a busi- 
ness director who rents the hall, attends to printing and 
publicity, sale of tickets, and has charge of the ushers. 
Special directors may be assigned to special songs or 
dances or turns. 

Useful hints to observe: 

Get the advice of outside local talent on construction, 
lighting, art features, ete. 

Select the cast for ability and play no favorites. 

Rehearse regularly but not too often. Rehearsals can 
be turned into social affairs after the serious business of 
the evening has been completed. 

In making the costumes, use cheese-cloth for thin ma- 
terial, cambric for satins, cotton crepe for softer wear, 
and burlap for rough clothes. Use paper for decorations. 
Dye all material so as to get the best effect under arti- 
ficial hghting. Chorus and drill costumes should be of 
the same material and alike. 

Set the stage simply. Costumes appear best against 
forest green hangings made of cheap ratine or cotton 
challis. 

Make-up material consists of rouge, face powder, lip 
and eyebrow sticks, cold cream and cotton. Throw aprons 
over the shoulders while making-up. 

Hold the dress-rehearsal at an early hour on the day 
before the performance. Invite a small audience to the 
rehearsal as a stimulus to the actors. 

Have each performer as he arrives on the night of the 
play report immediately to the monitor to be checked. 

Provide aromatic spirits of ammonia, extra safety 
pins, sewing kit, and plenty of drinking water. 

Call the actors in succeeding numbers up during the 
play as soon as the preceding act begins. 


Recreation Plans 183 


Choose reliable ushers, door keepers, check-room boys 
and ticket takers who will be on time. 

Remember that the first object in producing amateur 
plays with children is not perfection of performance but 
character development in the children. 

Further valuable information on dramatics may be had 
by writing the following: 

The Drama League of America, 59 Van Buren S&t., 
Chicago. 

The New York Drama League, 59 West 47th St., New 
York. 

Community Service, Drama Department, 315 Fourth 
Ave., New York. 

The drama department of any large university. 

Some helpful books for amateurs are: 

“Producing Amateur Plays,” by Ferris. 

“How to Produce Amateur Plays,” by Clark. 


“Sources of Information on Play and Recreation,” by the Russell 
Sage Foundation, New York. 


Minstrel Shows 


Select a small promoting committee. Decide on the 
program, a nucleus of participants and the number to 
be in the chorus. Select the end men, soloists and inter- 
locutor with extra care. 

Next, call together all who would like to take part. 
Have the music on hand and run over the choruses. If 
there are too many applicants, have try-outs to select the 
best voices. Pick an impartial judge or committee to 
give this test. 

Plan at least six rehearsals for the choruses. Do not 
let the end men practice their jokes before the other 
performers. Have them rehearse in private so that the 


184 Church and Community Recreation 


jokes will not leak out and become common property be- 
fore the show. 

Soloists after thorough practice of their numbers should 
then rehearse with the chorus so as to insure a smooth per- 
formance. On the evening of the show, the soloist sings the 
first stanza and the chorus of the song alone, then all join 
in repeating the chorus; the soloist sings the second stanza 
and all sing the chorus. For encores, repeat the chorus 
of the song. 

Only the end men and interlocutor need to black-up 
and wear gay costumes. Dress or drape the members of 
the chorus alike, to make the best stage picture that the in- 
genuity of the committee can devise. 

The interlocutor should introduce no ‘“‘horse-play.” 

The end men should not do anything to attract atten- 
tion away from the soloist during his act. All solos, 
sketches and specialties should be made an integral part 
of the program and not given as extra numbers. 

Start with the second best song and close with the best. 
A snappy march or patriotic song makes a good opener. 
Sometimes the closing number is composed of all of the 
choruses given during the performance. 

The interlocutor and end men can paste written “cues” 
on their palm-leaf fans. In cracking their jokes the end 
men should face the audience and not the interlocutor. 
Give jokes as much of a local turn as possible. 

It is better to speak plain American than to attempt 
negro talk unless the end men are exceptionally good at 
it. At all events let all that is said be readily grasped. 

A sample program: Opening chorus, end men one joke, 
end song, one joke and interlocutor, solo, end song, joke 
and interlocutor, solo, end song, joke and interlocutor, 
solo, and song, joke and interlocutor, specialty, closing 
chorus. 


Recreation Plans 185 


A helpful book: 
“Whitmark Amateur Minstrel Guide,” by F. D. Whit- 


mark. 
PAGEANTRY 


A pageant is the most effective and legitimate means 
of advertising a community and creating or fostering 
community spirit. The dramatic pageant (masque) is 
the most popular and impressive. Dramatic perfection is 
not the main objective but a spontaneous outlet for com- 
munity pride through a spectacular presentation of its 
past history. It seldom proves a paying proposition finan- 
cially but is usually worth more than it costs because 
of the access of local sentiment evoked by it and the 
amount of cooperation required to make it a success. 

A pageant is a rather intricate affair and the services 
of an experienced director are almost necessary. A skele- 
ton outline of organization details is here briefly given: 

Indoor pageants are simpler to manage than outdoor 
ones, but do not take so well. 

Select a chairman, secretary and treasurer from the 
group that has been called together to promote the pa- 
geant. The chairman selects the pageant officers, coor- 
dinates their work, and acts as harmonizer. He is czar 
but must not dictate except as a last resort. Make him 
the court of last appeal in case of controversy. Select a 
pageant committee of three or four persons. The duty 
of this committee is to select a pageant master, business 
manager, artist, costumer, music director, scene manager, 
electrician, ad manager, director of episodes. 

The duties of the pageant master are very exacting and 
he should be a person of good executive ability. Success 
depends upon him. He should not be a local man. A 
professional specialist is usually hired for this work. The 


186 Church and Community Recreation 


drama department of any large university or one of the 
drama leagues will recommend competent men. It is part 
of his duties to edit the work of the director of episodes, 
manage the rehearsals, collect the material for the book 
and prepare it for the printer. In a small pageant, it 
may be to his advantage to attend to the duties of the 
artist, electrician or musical director if competent persons 
cannot be found to take these positions. 

The business manager is the next most important 
officer. He leases the park or auditorium, arranges for 
the sale of the tickets, acts as a check upon extravagant 
expenditures and has charge of ticket sellers and takers. 
He must forecast the probable receipts from all sources 
and keep his record of expenses thus far incurred as 
nearly up to the minute as possible. A frequent check 
on accounts avoids difficulties in the final settlement. 
Charge accounts should be kept at the stores and bills 
should be paid afterward so that they can be verified. It 
is often possible to get an appropriation from the city 
council. The effectiveness of a pageant depends upon 
the amount spent. A pre-sale of reserved seats is ques- 
tionable; the rule should be first come, first served. 

The pageant artist decides upon the color scheme, 
lighting effects, colors of costumes, the grouping of col- 
ors, and the use of the colored lights. He must have the 
cooperation of a costumer, an electrician and a pageant 
master. A progression of color harmonies should be 
arranged, leading to a climax. 

The costumer prescribes the costuming for the different 
episodes and the detailed construction of the artistic 
plans. He must familiarize himself with the kind of 
costumes worn during the period represented. It may be 
necessary to rent some of the costumes, but for the most 
part participants should furnish their own. 


Recreation Plans 187 


An electrician should be sought out who knows some- 
thing of stage lighting, if the pageant is held indoors. He 
should attend the rehearsals to study and work out the 
best lighting effects. Spot lighting is best done with the 
other lights also on. If an experienced electrician cannot 
be obtained it is best to use a steady soft light through- 
out. 

The advertising manager must sell the pageant to the 
public and get the audience. He keeps the papers sup- 
plied with ‘“‘copy” concerning the forthcoming event. 
He “bills” the neighboring towns as well as his own. 
There should be some paid ads inserted in the local papers 
to reciprocate for all the free publicity given in the news 
items. In “write-ups,’’ feature prominent persons, relics 
of interest, and use pictures of local features. Posters 
should be used. Advertise special rates and concessions 
for out-of-town visitors at hotels, clubs, ete. Provide car 
parking space for autos. 

The episode directors. Each episode should have a 
director who selects the actors after try-outs and helps the 
pageant director to plan his one episode. He is respon- 
sible for attendance at rehearsals of his cast and for their 
attendance at the performance. He must write a descrip- 
tion of his episode to be used as a first draft for the one 
in the author’s book. He may need assistants if his cast 
is large. His actors consult with him in selecting their 
costumes and equipment. He acts as stage manager for 
his episode. 


Selecting a Theme for a Pageant 


A local historical theme is better than a general one, 
but a good writer must be secured to prepare the book. 
The pageant director should act as the editor. Do not 
descend to comedy in pageants, for they are serious and 


188 Church and Community Recreation 


dignified occasions. Do not overdo conversations. De- 
pend more upon oratory, declamation, sustained acting 
and music to get effects. 

In preparing the book, describe the episodes, give 
the words of songs, cast of characters, list of officers, com- 
mittees, and statement of purpose. It should not contain 
ads but be sold to cover cost. 


SOME DESIRABLE LITERATURE ON PAGEANTRY 


“Technique of Pageantry,” by Taft. 
“Community Drama and Pageantry,” by Bugle and Crawford. 


“Pageants and Pageantry,” by Bales and Orr. 
“Patriotic Pageants and Plays,” by Mackay. 
“A Guide to Religious Pageantry,” by Crum. 


An AMATEUR CIRCUS 


An amateur circus promoted by local talent is almost — 
always a success because so many well-known people take 
part. It furnishes an exceptionally good outlet for the 
“fun spirit” that is latent in everyone. Upon occasions 
of this kind it is often a revelation to see the hilarious 
spirit of fun shown by otherwise staid and serious people. 
It is a real satisfaction to arrange occasions where all 
sorts of people drop the burdens of life for a season and 
have a real good time. 

The Organization. Call a meeting of all who are in- 
terested. Get this group to select an executive commit- 
tee, treasurer, ad man, music director, and committees 
on side show, ushers, refreshments, clowns and costumes, 
barkers, ticket sellers and takers. 

Select a date for the show about a month ahead. 

Much depends upon advertising to obtain a good audi- 
ence. Obtain or have printed striking posters or bill- 
board displays. These may be obtained from the follow- 
ing firms: 


Recreation Plans 189 


H. C. Miner Litho. Co., 518 W. 26th St., New York 
City. 

Independent Poster Co., 50th St. & 7th Ave., New 
York City. 

Donaldson Litho. Co., Newport, Ky. 

The Side Show. The side show should be held under 
separate cover and the doors of the main show should not 
be opened until the side show is over. 

The committee will, of course, provide a good variety 
of side show freaks such as living skeleton, bearded lady, 
strong man, giant, midget, fat woman, tatooed man, dog- 
faced boy, Siamese twins, Albino girl, snake (stuffed) 
charmer, mind reader, wax figures (persons), three legged 
boy, wild man of Borneo, educated horse, one man band, 
ete. 

The Main Show. To make the simplest kind of a circus 
ring, fill grain bags with paper and cover them with 
striped bunting. 

In the main show it is customary for the ring-master 
to appear first and make a bombastic speech. 

After the ring-master’s speech the parade starts. All 
participants in both main and side shows appear in this 
number. 

Do not permit the clowns to work while the more seri- 
ous features are on. 

Program features for the main show, in addition to 
the clown parts, may include the following: 

(a) Fancy mass or group drills (free calisthenics, 
dumb bells, Indian clubs, wands, alcohol or incense 
torches, folk or gymnastic dancing). 

(6) Group exercises on apparatus and acrobatics (hori- 
zontal bar, parallel bars, horse, buck, rings, trapeze, etc.). 

(c) Specials (tumbling, pyramid building, jumping 


190 Church and Commumty Recreation 


and diving over obstacles, slack or tight wire walking, 
juggling, trained animals). 

Clown Stunts. Special clown numbers alternate with 
the above events. Often the clowns while the actors are 
retiring, start immediately to burlesque what they have 
done, following this by a stunt of their own. Clowning 
is difficult and amateurs often overdo it. The acts should 
be carefully censored as well as rehearsed beforehand. 
There is an unlimited range of improvised antics open to 
the funny men depending solely upon their ingenuity. 


LITERATURE ON THE AMATEUR CIRCUS 


“How to Put on An Amateur Circus,” by Hacker and Evans 
(Denison & Co.). 

“Social Activities for Men and Boys,” by Chesley. 

“Army and Navy Handbook,” 1918, Y. M. C. A. 

“Suggestions for Community Centers.” 


CARNIVALS AND THE CARNIVAL SPIRIT 


Amateur carnivals are akin to the circus in spirit but 
differ sharply otherwise. Few things make such a popu- 
lar appeal as the touches of wild gaiety in a local car- 
nival. In view of the fact that the professional companies 
hired by some communities to conduct a carnival for 
them allow many degrading features a place on their 
programs, a recreation director must use extra care in 
conducting a carnival to guard against anything ques- 
tionable. 

The first step is to spread the impression that there 
will be queer costumes and grotesque actions in abund- 
ance. A spirit of expectancy for several days preceding 
the date must be created. Then, the crowd must be put 
in a rollicking humor from the start. People must be kept 
wondering and expectant by surprise after surprise in 
quick succession. 

A carnival is an outbreak of festivity, and everything, 


Recreation Plans 191 


even the decorations of the buildings, must be grandiose. 

Yet everything, no matter how gay, must be decent. 

It is foolish to try to interest people in anything 
serious. 

Stunts must be short and to the point. 

It is far better to get people to participate in something 
simple than to get up something complicated for them to 
look at. 

To keep up the carnival spirit everything must be kept 
in motion, even to the band. 

All thrills are amplifications of childhood excitements. 
Sliding down the cellar door is the germ of all the big 
thrills of the amusement parks. 

Avoid extravagant statements in advertising. That 
can be done by the circus, but at a carnival the expecta- 
tion of the people must not be violated. 

Remember that in amusements adults are but grown-up 
children. The average person is primitive in his tastes 
and pleasures. Suspense, thrill, satisfaction are the es- 
sentials. The most popular appeals are the primal ones 
related closely to children’s play and imaginations. Be 
simple. Appeal to vanity, especially the desire to do or 
to be seen doing something creditably. 

Street carnivals lay the emphasis upon the parade with 
its display, decorations, dress, action and noise. The 
chief features are the floats, fantastic costumes, horn blow- 
ing, bell ringing, popular singing, torches and colored 
lights. The parade should end at a spot where events of 
various kinds can take place (athletic and water sports, 
games, song contests). Emphasize action. This is no 
time or place for speeches. 


Picnics anp Excursions 


Every one is so familiar with these that there is little 
need to give details for promoting them. 


192 Church and Community Recreation 


Perhaps the simplest affair to conduct is a boat excur- 
sion, since the principal task is to charter a boat and 
sell tickets. No program need be provided except a band 
or orchestra, since excursionists like to sit and visit on 
the way and explore and hike after reaching their out- 
ward bound stopping place. On the return trip, when 
children are tired of just romping and have become rest- 
less, it is well to have some simple directed games and 
stunts and especially group singing. 

In arranging a church picnic to a nearby grove or water 
resort, great care should be taken to provide a good sup- 
ply of drinking water and a level place to play gamex 
Boating and bathing facilities make added attractions. 

A transportation committee must be selected to secure 


conveyances enough to go round, a food committee to 


provide and serve the picnic meal, and a program com- 
mittee. The program should not be full of long speeches. 
A short talk or two just after luncheon is all right, fol- 
lowed by games and play for all age groups: Croquet, 
quoits, bowling, archery, feathercork and _ sponge ball 
games for the older people; volley ball, soft baseball, post 
baseball, hand-bat baseball, tennis, sponge and feathercork 
games for mixed groups of young people; and relay races, 
jumping, circle games, group and mass games, kick base- 
ball for children. 

Do not give prizes of any value. 

In rural places contests in hitching, husking, chopping, 


etc., and in industrial centers contests related to the par- | 


ticular local industry will be of interest. 


Hanpwork RecreEaTION 


We shall not attempt to give details in regard to the 
arts and crafts. ‘This type of recreation is so special that 
it is hard to know what to recommend to the average 


CE Ee 





Recreation Plans 193 


church. If facilities can be provided for manual train- 
ing, much can be done with boys; sewing and fancy work 
are always possible for girls. In the case of such activi- 
ties as drawing, modeling, poster work, gardening, con- 
struction, etc., much will depend on the degree of inter- 
est shown in advance and the quality of the instruction 
that can be procured. 

Winnetka, Ill., sets an excellent example in furnishing 
free a meeting place for any worthy club or group, leav- 
ing it to them to provide leadership and equipment. ‘The 
church could encourage such groups in the same way, give 
them publicity, help them to enroll pupils, and permit 
exhibitions of work done. 

If a local church introduces any art and craft features 
of its own, it will be necessary to provide instruction and 
charge a fee. This makes it really an educational matter 
rather than recreational in character. The self-organiz- 
ing and governing group plan, mentioned above, would 
seem to be preferable. This does not mean that the 
church should wash its hands of the whole matter. 

The following list of books will be found helpful: 

“The Arts and Crafts for Beginners,” by Sanford. 

“The Handcraft Book.” 

“Clay Work,” by Lester. 

Crocheting books, by Flora Klickermann. 

“How to Draw,” by Lutz. 

“Art in Dress,” by Bolmer and McNutt. 

“Art Metalwork,” by Payne. 

“Construction and Flying of Kites,” by Miller. 

“Leather Work,” by Mickel. 

“Hand Loom Weaving,” by Todd. 

“A Sewing Course for Teachers,” by Woolman. 


“Wood Carving,” by Simmonds. 
“Carpentry and Wood Work,” by Foster. 


CHAPTER IX 
Community Recreation MANAGEMENT 


More attention is given than formerly to recreation in 
a community because people have more leisure now and 
many of them, it is plain, do not know how to make the 
best use of it. Once the great majority of workers had 
a ten or twelve hour business day. Now the eight-hour 
day and the Saturday afternoon holiday have become the 
general rule for both men and women workers in all 
branches of industry. 

This added leisure time gained by the workers is largely 
responsible for the increase of commercialized amuse- 
ments. Most of those who used to spend a great deal of 
time in the corner saloon, are now present at the movies, 
dance halls, pool rooms, race tracks, ball parks, city parks, 
and other public resorts. 

For the most part these liberated workmen are satis- 
fied to be fans, “bleacher athletes,” “rooters’” and on- 
lookers, rather than active participants themselves in real 
recreation. The community that makes provision for ac- 
tive participation in wholesale recreation by its citizens 
is, to say the least, a wise community. If the community 
as a whole is not farsighted enough to do it, the local 
church or welfare organization that will take the work 
up, will find few better opportunities for service. 


INDUSTRIAL RECREATION 


College athletics provide adequately for the student 
class and they have had a long and successful history. 
194 


Communty Recreation Management 195 


Physical training in the public schools is rapidly spread- 
ing and in conjunction with the playground movement, 
social and community center work, meets the recreational 
needs of the children and dependent young people. Until 
very recently, however, the earners—especially the young 
earners—have had to depend for their recreation upon 
private and semi-public clubs and commercialized 
amusements. 

For more than a score of years, the ‘““Y” had sought to 
spread its influence through its “extension department” 
into one after another unoccupied field. Among the rich- 
est recreative possibilities that it has unearthed are the 
openings in industrial plants. After years of experi- 
mental work in many industries, many industrial plants, 
large and small, are provided with excellent equipment 
and expert management for the promotion of recreation 
and welfare among the employees. The present tendency 
in industry is to concentrate in large plants. Plants hav- 
ing over 1000 hands now employ almost thirty per cent 
of all workers. 

In large industrial centers, therefore, the best kind of 
community recreation can be carried on through the in- 
dustries rather than through a center or centralized club. 

If wisely managed this recreation work will make a hit 
with the employees. To insure success, the old mistakes 
in athletic competition of other organizations must not 
be repeated. All those concerned in promoting industrial 
recreation must ground themselves well in the right prin- 
ciples of management. For this branch of endeavor, they 
may be briefly stated : 

An employed recreational manager in all large and 
medium sized plants is necessary. 

The directing committee and all working committees 


196 Church and Commumty Recreation 


should be composed of an equal number from the man- 
agement and the employees. | 

Strict amateur principles must govern. aie no plant. 
to employ men for their athletic ability and give them 
easy jobs or higher pay than others. ‘This is semi-pro- 
fessionalism and raises havoc with morale. 

Athletic stars must not be allowed for the purpose of 
athletic representation to transfer from one to another 
branch of the industry. 

No athlete should be allowed to represent a firm until 
he has been a bona-fide employee for a year. 

Employees must not be allowed to play on company 
time. 

There should be a registration system for inter-plant. 
leagues. 

If no admission is charged for games, professionalism 
will die a natural death. 

There should be representative teams to keep alive ath- 
letic interest. 

No prizes or presents should be given to players at any 
time. The ata must always be on “fun for the 
player,” and not on “representing the firm.” | 

Violations by either firms or individuals should be pen- 
alized by exclusion for a year or more. 

An athletic judge or adjustor with limitless powers is 
necessary to enforce decisions in leagues. 

Recreation should be planned for all the employees 
including their families, and not merely for athletes. 


SocraL Center Worx 


This term designates various forms of recreation, edu- 
cation, culture, and practice in civic duties carried on 
in school buildings for the public, when school is not in 


Community Recreation Management 197 


session. The school building thus becomes the social cen- 
ter of the community—a most desirable thing. 

This community betterment work should be started 
under the auspices of some voluntary organization that 
has a good local standing. One of its first duties should 
be to consult the state law permitting such use of school 
buildings. 

The work of local organization and promotion will need 
the backing of a campaign of publicity to educate and 
convert the people to the desirability of such a movement. 
In this connection the following literature will be useful: 

“Social Aspects of Education,” by King. 


“The Social Center,” by Ward. 
“Educational Extension,” by Perry. 


The best thing to do next is to give some practical 
demonstrations for a few nights. Import some workers 
to give object lessons from other cities where the move- 
ment is established, or communicate with the Russell Sage 
Foundation, 30 East 22nd St., New York. Select local 
volunteers and train them in their duties. Arrange a 
room for reading and quiet games (table games) at a good 
distance from the scene of the noisy, active sports. Use 
the assembly hall for alternate mass games and folk 
dances. Use the gym or a big basement room for basket- 
ball, indoor baseball, volley ball, ete. Publish full details 
in the local papers so that everyone will be kept informed. 

The scope of the program of activities will depend upon 
the funds and workers available. Where little money is 
available, there must be a constant effort to get volunteer 
help and talent. Different sports must be scheduled for 
different nights if there are not enough workers to go 
round. ‘The work then must necessarily be on a small 
scale—a sort of neighborhood affair. 

Where considerable funds can be secured, a city-wide 


198 Church and Commumty Recreation 


movement that takes in all the schools may be possible, in 
which case trained workers will be employed to conduct 
athletics, folk dancing, and other technical subjects. Try 
to get volunteers to serve as managers of club work. If 
paid instruction is needed in handwork, literary, and cul- 
tural groups, have the members of the group pay the in- 
structor. Control should reside in a governing board of 
prominent local people (volunteers). An executive officer 
must be employed who is responsible to the board and whe 
oversees other employees and the volunteers. A staff for 
each school will consist of a center director, a physical 
director, a club leader, a librarian, and a pianist. There 
should be committees on lectures, motion pictures, forum, 
clubs, and use of rooms. 

Social center work is limited to indoor activities, a 
working list of which is here given: 

A meeting place for clubs and societies, such as The 
Scouts, Women’s Club, Civie Club, Improvement Asso- 
ciation, Teachers’ Association, Art Society, Historical 
Society, Choral Society, Orchestra, Minstrel Association, 
Current Events Club, Athletic Clubs, Debating Society, 
Dramatic Society, Glee Club, Science Club, ete. Provide 
rooms for art, industrial work, and health exhibits and 
for holding bazaars. 

For literary culture, furnish lectures, reading room, 
library, and make provisions for debates, story telling, 
mock trials and congresses. Choose entertainments that 
will exploit home talent: dramatics, minstrels, pageants, 
pantomimes, amateur nights, movies, circus. Provide 
table games, such as chess, checkers, dominoes, parchesa, 
crocinole, ping pong, and shuffle board. 

Reserve the gymnasium or large hall for athletics and 
games, such as basketball, soft baseball, post baseball, soft 
soccer, sponge ball games, hand ball, squash, indoor (rub- 


Communty Recreation Management 199 


ber) quoits, target shooting, archery, folk dancing, feather- 
cork, ete. 

Provide industrial classes in manual training, cooking, 
sewing, and any of the arts and crafts for which there 
is a demand. 

In the line of community service, provide any of the 
following: Information bureau, vocational guidance, 
medical clinics, promote block parties, lawn parties, auto 
trips, community sings, band concerts, holiday celebra- 
tions, community picnics, campfires, hikes, excursions, 
swimming campaigns, good health campaigns, twilight 
athletic league, camping, sleigh rides, coasting, skiing 
and skating parties. 

Practical suggestions for conducting activities in social 
centers : 

Club Work.—Organize as many clubs as possible, lay- 
ing responsibility for attendance, behavior, etc., upon the 
officers. The director of the center should help each group 
in the work of organization and act thereafter as advisor. 
There should be regular meetings and membership fees. 
All such clubs should be affiliated with the center and be 
under its supervision. Allow each club a delegate on the 
center council. Attendance records should be kept care- 
fully and if they fall below a given standard, discontinue 
the activity. A monthly union meeting of all clubs is 
advisable. 

Rooms.—Have a room for each of the following fea- 
tures and an attendant always present to welcome people 
and see that they get into the activities: A library and 
reading room; an active game room for mass and group 
games; a gymnasium, tank, and locker room; a room for 
table games. 

Attendance.—As one test of popularity, it is desirable 
that some record of attendance be kept, but it is not eas- 


200 Church and Community Recreation 


ily done. Actual count should be made at stated times. 
Do not estimate attendance. The record should be kept 
under three heads: visitors, spectators, and members 
present at club meetings and classes. 

Miscellaneous Practical Hints: 

Engage the school principal to be present and have gen- 
eral oversight. 

Do not allow children at evening activities. 

Hold each teacher, or club officer, responsible for turn- 
ing off the lights. | 

Get up a center song and yell. 

Bands, orchestras, ete., should not be asked to perform 
oftener than once a month. 

Employees should be over sixteen years old. 

Form a center council composed of a representative 
from each regular activity. Appoint a social center 
reporter. 

A janitor should sweep each room used, scrub the kin- 
dergarten room once a week and the iaeenibhe room once 
in two weeks. 

Dust the furniture once a day. Keep fires noted 

All attendants and helpers should keep attendance cards 
on their persons and embrace every casual opportunity to 
get people enrolled for particular group. affairs. 

All workers should make it a practice to greet people 
cordially and take a personal interest in them. The en- 
thusiasm and personality of each worker is the biggest 
factor in a successful work. 

Invite leading business and professional men to give 
addresses. 

Promote tournaments. Get those who know the game 
to teach others. 

Organize teams in bowling, chess and checkers, and the 
various kind of ball games. | 


Community Recreation Management 201 


The pool room attendant greets all who enter, explains 
how to register for games, keeps tables and equipment in 
good condition, gets up tournaments and posts scores. 
Deny admission to boys in short trousers or those below 
sixteen, even as spectators. Watch for profanity and 
gambling. Have players register and take their turn. 


LITERATURE ON SOCIAL CENTER WORK 


“Social Center Activities,” by Perry. 

“Community Center Activities,” by Perry. 

“Practical Aids in Conducting a Center,” by Berg. 

“Rural and Small Community Recreation,’ by Community 
Service. 
_ “Wigh and Grade School Buildings,” by Bruce Publishing Co., 
Milwaukee, Wis. 

U. S. Bureau of Education bulletins Nos. 5 and 12, on “American 
Schoolhouses and Rural Schoolhouses and Grounds.” 

“Community Recreation,” by Community Service. 


Community Center work done by a church in its own 
building may be on a scale similar to that done in the 
School Social Center just described as far as space per- 
mits. In every parish hourse or community building 
such as churches are now erecting plans should be made 
to provide space enough for Community Center work. 
Plans for building community houses or remodeling 
present quarters for that purpose may be obtained from 
the larger denominations. 


Community ATHLETIC FEDERATION 


In larger cities where athletic sports are conducted 
extensively among churches, clubs, and schools, it is nec- 
essary to have some community governing body with 
power to unify the standards and practices of the various 
institutions and act as a clearing house on athletic affairs. 
The best body of this type is the Amateur Athletic 
Federation. 


202 Church and Community Recreation 


To organize such a federation, any church or club, 
interested in amateur sports, may send out a call for 
a meeting to all the reliable athletic bodies in its terri- 
tory, at which each shall be represented by one or more 
duly authorized delegates. 

The constitution should cover briefly these points: 
The name, object, membership, government, meetings, 
affiliations, and amendments. 

In stating the object, particular emphasis should be 
placed upon living up strictly to amateur standards, and 
the building of character through athletics rather than 
the promotion of public match games. 

One of the distinctive advantages of a federation of 
this kind is that each organization can be held respon- 
sible for the conduct of its representatives. The club to 
which an athlete belongs who commits infractions of 
rules is penalized as well as the athlete. Consequently 
it is well not to allow athletes to compete who do not 
represent well-conducted organizations. There is little 
hold on the free lance. 

The by-laws should include this definition of an ama- 
teur: “An amateur athlete is one who participates in 
competitive athletic activities for pleasure only and for 
the physical, mental, and moral benefits directly derived 
therefrom.” 

No athlete should be allowed to wear the colors of 
more than one organization in any one year. In some 
federations, a year must intervene, if an athlete changes 
clubs, before he is again allowed to participate. 

If an athlete is suspended by one club or organization 
included in the federation, all other member bodies in 
such a federation agree not to permit such an athlete to 
compete for them during the suspension period. 


Community Recreation Management 203 


Protests are to be made before or during a meet, never 
after. 

The original and model federation is the Amateur 
Athletic Federation of Cook County, Illinois, which 
includes Chicago and vicinity. It issues a hand book, 
giving constitution, by-laws, and rules for all the sports 
promoted by it. 

This plan of athletic administration is a product of 
evolution in the athletic world by which the defects of 
the former type of governing bodies have been largely 
overcome. I ederations had been established so exten- 
sively in different parts of the country, that the need 
arose of a national organization. The National Amateur 
Athletic Federation was organized, therefore, last year 
with headquarters at 20 Broad St., New York, from 
which literature and information may be obtained on 
the subject. Included in this national body are the ath- 
letic interests of the army, navy, National Collegiate 
Athletic Association, Y. M. C. A.’s, Boy Scouts, Play- 
ground Association, a list that represents the dominant 
bodies in the athletic world. All local athletic interests 
should seek affiliation with it. 


Community Music 


As a social factor there is nothing so worth while 
as community music, nothing so productive of relaxation, 
good cheer, and a feeling of well being. Combined with 
song games for the adolescents, it becomes about the best 
possible substitute for social dancing. 

To produce these good results, however, it is necessary 
to have skilled and enthusiastic singers as promoters and 
committeemen. They will need to go to shops, factories, 
lodges, clubs, etc., and teach the people they enroll and 


204 Church and Community Recreation 


then arrange to bring them together in a big “sing” and 
contest. 

If several nearby communities can be induced to do 
the same, it is possible to have an occasional big inter- 
community affair. 

Useful hints in conducting community music are here 
given : 

Select and train song leaders. Get up a training school 
for them and supply them with stimulating literature 
on the value of community music. 

The song leader should cultivate a pleasing manner, 
be enthusiastic, fun loving, and radiate good cheer. He 
must memorize at least the choruses of the popular songs, 
old and new. In beating time, he should not use a baton 
nor employ the exaggerated gestures of a cheer leader, 
but use the standard type of beat. 

All singers should have individual copies of song sheets 
or books. Where a stereopticon is available, by ail means 
use it to throw the songs on the screen. 

There should be no delays between songs. Announce 
or call for the next selection at once. 

Various stunts may be introduced to add spice, such 
as humming, whistling, clapping hands, stamping, march- 
ing, singing the different parts, acting rather than speak- 
ing the words, and song drills. Of course, these diversions 
should not be overdone, and only be used with the lighter 
music. 

The grade of music used in community singing is 
undergoing a change; the better class of music is now 
preferred. No permanent foothold for community sing- 
ing will be the result if poor or even mediocre music 
is sung. It has not sufficient substance to win last- 
ing favor. 

A. T. Davison of Harvard believes that the reason for 


Commumty Recreation Management 205 


the slump in the mass singing that prevailed during the 
war is that the best music was neglected and that it is 
impossible to keep a community chorus alive on poor 
or semi-good music. He says: “I have tried both kinds 
of choruses, and I have never known the inferior to 
succeed or the good to fail.” Not that the simpler songs 
should be avoided; folk songs are simple but good. 

Crane says that mass music is essential to democracy, 
and that choral singing deserves the first place in public 
education. Among its advantages may be mentioned: 
A large number can be handled by one person; the sexes 
are on an equality; social interest, quickened imagina- 
tion, discipline, organization, team play, are all involved. 
It is adapted to both city and country and enables people 
to supply their own recreation. 

There is nothing so inspiring to both chorus and audi- 
ence as the singing of great choral masterpieces. High 
musical taste in a community is shown more by the 
presence of a permanent choral choir than in any 
other way. 


SOME LITERATURE ON THE SUBJECT 

“Consult the National Bureau for the Advancement of Music,” 
105 W. 40 St., New York. 

“Community Songs,” by C. C. Burchard & Co., Boston. 

“Community Music,” by Community Service, 317 Fourth Ave., 
New York. 

“Community Orchestra,” by Dr. Perry Dickie. 

“School Bands and Orchestra,” by Oliver Ditson Co., Boston. 

“Community Chorus Collection,” by Oliver Ditson Co., Boston. 

“Home and Community Song Book,” by Oliver Ditson Co., 
Boston. 


CoMMUNITY-WIpDE PLay 


Even in municipalities where there is well conducted 
playground and social center work, the benefits to be 
derived from co-ordinating all the local agencies under 


206 Church and Commumty Recreation 


one control are as yet little realized. Many things of 
a big nature are thus made possible that will prove to 
be almost the best means of boosting a community. With- 
out such a central organization, however, they will not 
get done. 

We heartily commend the following “Fundamentals 
in Community Recreation” sent out by the Playground 
and Recreation Association of America: 

It is the privilege of community-minded men and 
women everywhere to work to restore and preserve for 
all the people of America and especially for children their 
right to play and happiness. 

1. That in nearly every community with a population 
of 8000 or more there is need of a man or a woman 
who shall give full time to thinking, planning and work- 
ing for the best possible use of the leisure hours of men, 
women and children. 

2. That community leisure time programs should con- 
tinue throughout the entire twelve months of the year. 

3. That it is the responsibility of the entire community 
to maintain recreation opportunity for all the citizens and 
that there ought, therefore, to be, as early as possible, 
support of the recreation program through public taxa- 
tion under some department of the local government. 

4. That there should be in every state a home rule bill 
which will permit the people of any city or town to make 
provision under their local government for the admin- 
istration of their community recreation. 

5. That there is need in every community even though 
the municipal recreation administrative body be most 
effective, for private organization of citizens in their 
neighborhoods to make the fullest use of the facilities 
provided, to make sure that what is being done is meet- 
ing the deeper needs of the people of the neighborhood. 


Community Recreation Management 207 


6. That the emphasis ought to be not only on maintain- 
ing certain activities on playgrounds and in recreation 
centers, but also and definitely on the training of the 
entire people in leisure time activities, so that within 
the home, in the church and throughout all natural, 
human relationships there shall be the best opportunity 
for wholesome good times. 

7. That the purpose in training children and young 
people in the right use of leisure ought not to be merely 
to fill up the idle hours but also to create an active, ener- 
getic, happy citizenship. 

8. That even though the beginning of a city or town 
recreation program be children’s playgrounds, other fea- 
tures ought to be added progressively from year to year 
until music, dramatic activities and discussion of public 
questions, training for more intellectual uses of spare 
time, and other valuable activities have been included, 
so that all ages and all kinds of people may find vital 
interest. 

9 That every boy and girl in America ought to be 
trained to know well a certain limited number of games 
for use outdoors and indoors, so that there will never 
be occasion for any boy or any girl to say that he cannot 
think of anything to do. 

10. That most boys and girls should be taught a few 
simple songs, so that, if they wish, they may sing as 
they work or play. 

11. That all employed boys and girls should have oppor- 
tunity in their free hours to enjoy companionship and 
wholesome social life. 

12. That through the community recreation program 
every boy and girl should come to appreciate the beau- 
tiful in life. 

13. That adults, through music, drama, games, ath- 


208 Church and Commumty Recreation 


letics, social activities, community and special day cele- 
brations, should find in their common interests the oppor- 
tunity for a common community service. 

14. That every new school built ought to have a certain 
minimum amount of space around it provided for the 
play of the children. 

15. That nearly every new school building ought to 
have an auditorium preferably on the ground floor and 
should be so constructed that it is suited for com- 
munity uses. 

16. That if a suitable meeting place for community 
groups is not available in the schools or elsewhere, a com- 
munity building should be provided through community 
effort. 

17. That each child, under ten years of age, living in 
a city or town should be given an opportunity to play 
upon a public playground without going more than one- 
quarter mile from home. 

18. That every community should provide space in 
sufficient area for the boys of the community to play base- 
ball and football. 

19. That every community should provide opportunity 
for the boys and girls to swim in summer and, as far as 
possible, to skate and coast in winter. 

20. That every boy and every girl ought to have op- 
portunity, either on his own home grounds or on land 
provided by the municipality, to have a small garden 
where he may watch the growth of plants, springing 2: 
from seeds which he has lane 

21. That in new real estate developments of five acres 
or more, not less than one-tenth of the space should be set 
aside to be used for play just as part of the land is set 
aside for streets. 

In many cities, several organizations exist which do 


Community Recreation Management 209 


excellent work at present among their own constituencies, 
and on occasion each tries to promote a community-wide 
event. Since there is no correlation, there is likely to be 
duplication of effort. Relatively, each of them fails 
because a community-wide affair requires a long pull 
all together. One of the great needs in medium-sized 
cities is a department of recreation in the municipal 
organization, with a staff that shall have control of every- 
thing pertaining to public recreation—the playgroud sys- 
tem, community centers, parks, and public functions, all 
community recreation facilities (beaches, rinks, boating 
facilities), coasting, parades, carnivals, pageants, cele- 
brations, community theater, band concerts, city camps, 
play picnics, ete. 

The executive in charge of this department would need 
to possess a variety of talents. In addition to administra- 
tive ability he would have to be a combination of sociolo- 
gist, psychologist, kindergartner, physical director, manual 
training teacher, musician, mechanic, public speaker, 
publicity and business man. He would have to educate 
the public opinion that would get him the funds for his 
department, select and train his workers, and supervise 
the equipment. His salary and standing in the community 
should be equal to that of the superintendent of schools. 
His would be the best publicity work done to advertise 
his community far and wide, for in multiplying the facil- 
ities and opportunities for good times, he would enable 
it to make the bid with the strongest appeals to out- 
siders to become residents. Where a city cannot be per- 
suaded at first to establish such a department, the local 
chamber of commerce or another business men’s organiza- 
tion would find it a profitable investment to employ a 
recreation specialist to undertake as much of the above 
program as possible. In at least one city, the Y. M. C. A. 


210 Church and Commumty Recreation 


is doing it. To serve as an object lesson, a synopsis of 
their experiences is here given: 

Rochester Y. M. C. A. Community Recreation, A. E. 
Metzdorf, Promoter. 

Methods used: | 

Got the backing of the Church Forum Club, Federated 
Churches, and the Chamber of Commerce. 

Broadeasted the following proposition: “‘We are ready 
to organize, provide equipment, and if necessary conduct 
picnics for churches, clubs, societies, and industrial 
plants.” 

Duffle equipment bags were bought, into each of which 
was placed a soft baseball, bats and bases, a medicine 
ball, basketball, bean bags, swatters, quoits, relay race 
goods (sacks, blocks, flags), and a tug-of-war rope. 

Before a picnic was held, the field was marked with 
a tennis marker for all kinds of sports, with the idea 
of getting everyone playing something. Several weeks 
before the open season, a free training class for play 
leaders was held weekly in the “Y” gym. 

A big interchurch mass athletic meet was held in the 
armory. ‘The trained play leaders were the promoters 
and managers of their respective church teams of 12 
boys (two from twelve to fifteen years, two from fifteen 
to eighteen, two from eighteen to twenty, the others to be 
any age between twelve and eighteen). Each team pro- 
vided a stuffed club, an overcoat, a soft hat, a pair of 
white gloves, and each boy wore “‘sneaks.”’ No entry fee 
or admission fee was charged. Scoring was for teams 
only, on a 5-4-3-2-1 basis. Trophies were given to the 
three highest teams. ‘The events were relays, mass ath- 
letics, and group games, as follows: Relays (ordinary, 
straddle, over the top, jump stick, potato, gang, overcoat), 
mass athletics (leap frog jump, progressive long jump, 


Community Recreation Management 211 


3 long jumps), and group games (swat tag, medicine ball 
tag, 3 deep tag, spin the hun, sunflower). 

The success of this meet led to a similar one for 
industrial plants. This was followed by a full season of 
“Industrial Saturday nights” at the ““Y” building. These 
were arranged for in the following way: The name of 
each factory head was obtained at the Chamber of Com- 
merce. He referred the whole matter with power to act 
to a group of foremen or officers. The promoter met 
this group and asked them to select a chairman for 
each of the desired committees (reception, bowling, pool, 
entertainment, gym, swimming, and refreshments). All 
these sets of chairmen together with the superintendent, 
the employment manager from the different factories and 
others interested were invited to the “Y” for a supper 
where plans were perfected for the big meet. A few days 
before the meet the promoter went to the factory and 
explained everything to the men. 

The program of these “Saturday nights” was: 

7 p. m. to 8, music in the lobby by an orchestra. 

7 to 11, bowling. 

7 to 8, vaudeville and movies in the assembly hall, 
using shop talent. 

8 to 9, gym games, mass athletics, stunts, boxing, wrest- 
ling in the gym. 

10:30 to 11:30, bath, swim, and swimming races. 

12 o’clock, refreshments furnished by the factory. 

Every man was “tagged” (name, factory, etc.). 

Other community features promoted or fostered by this 
“VY”? were, noonday industrial play at the shops in the 
summer, use of the “Y” tank for the meets of the In- 
dustrial Athletic and Recreational Association, and a 
first aid course of ten lectures for churches, factories 
and firemen. 


212 Church and Community Recreation 


Suggestions for other community events: Twilight 
leagues of baseball, soft baseball, volley ball, soft soccer, 
post ball, quoits, sponge ball, ete.; aquatics, water carnival, 
beach parties, model toy boats and races; celebrations, 
old-home week, birth state picnics, old peoples’ day, chil- 
dren’s day; pet and doll shows and parades, street 
chautauquas, street circus and fairs, lawn celebrations 
and parties, holiday celebrations. 


Pustic PLayerounp Work 


Playground work is largely and in some places entirely 
concerned with children and young people. In many 
places playgrounds are promoted by some philanthropic 
organization. Where the community is sponsor for it the 
responsibility rests upon the school board or the park 
board. 

The scope of the activities depends upon the energy 
and foresight of the workers. As an example of what 
can be done, the following is taken from the report of the 
work in Bridgeport, Conn.: “Fourth of July parade and 
pageant, baby health contest, interplayground athletic 
meet, swimming meet, baseball leagues for boys and girls, 
girls’ volley ball league, tennis tournament, two amateur 
circuses, doll show, wild west show, costume parade, 
manual training exhibit, hikes and socials.” In addition, 
the regular daily schedule of recreation was carried out 
at each of several playgrounds. The supervisor, also, 
organized public school athletics, promoted school ath- 
Jetic meets, organized baseball and basketball leagues, a 
hand ball tournament, top spinning contest, community 
Christmas tree, dramatic clubs, social contests among 
women’s clubs, athletic meet among athletic clubs, origi- 
nated a social workers’ club, an outdoors club, soccer 


Community Recreation Management 213 


league, and a community conference on boys’ and girls’ 
club work in which prominent citizens participated. 

In starting a playground movement, the aim should 
be to get the support and interest of as many influential 
people as possible. Send invitations to the public gather- 
ing for organization on the personal stationery of some 
influential friend, personally signed, who is already 
interested in launching the movement. Enclose some 
literature on playgrounds, which can be obtained at head- 
quarters (1 Madison Ave., New York City). Run illus- 
trated articles in the paper, getting the required cuts at 
headquarters. Have abstracts of the address advocating 
the project ready for the press in advance. Furnish the 
epeaker all local data possible. Let the Women’s club 
hold an afternoon reception for the speaker of the eve- 
ning, at which he makes a short address. Have the local 
Board of Trade meet the speaker. At the evening meet- 
ing, have the mayor preside and the most popular local 
speaker endorse the project in a brief speech before the 
expert makes the address of the evening. Get the busi- 
ness men together for a supper after the address. Arrange 
with the speaker to remain over and be present at a 
meeting of the ministers’ club, the medical society meet- 
mg and the public school teachers’ conference. Finally 
get your organization formed immediately. Speakers, 
plans, literature, and advice may also be had at 
headquarters. 

The work of managing a public playground is too com- 
plicated to present here in detail, but these points will 
interest church play directors: 

Before permitting children to enter vigorous games 
and races, either require a medical examination or give 
them the following efficiency test. In large groups this 
may be done by pairing the children and testing one 


214 Church and Communty Recreation 


by the other: (1) Take the normal pulse standing. (2) 
Have the candidate run in place for exactly 15 seconds. 
return to normal count. A quiet period should precede 
the test. If the beat is irregular, or the normal rate is 
108 or above, do not allow the test without a physician’s 
consent. While running in place, three steps should be 
taken per second (45 steps in all), lifting foot backward 
half the height of the opposite knee. To test the pulse 
after the run, wait half a minute, then count the pulse 
for 20 seconds and multiply by three. Exactly two 
minutes after the run, take pulse again. Repeat at inter- 
vals of one minute until the pulse is normal. Then com- 
pare results with this table: 











Time to recover Grade Degree of fitness Physical habit or type 
14 minute A fine athletic 
1 minute B good active 
2 minutes C fair moderate 
3 minutes D poor sedentary 


If the pulse is slower after the run than at normal, the 
heart is very poor. If it is irregular drop the candidate’s 
standing one grade down the scale. 

If one director must look after a large group of chil- 
dren, it is customary for him to select helpers from among 
the older children, who wear badges, and look after a 
group of from 6 to 10 children. An adult play leader 
ean not look after more than 35 personally to advantage. 

Play leaders in charge of young children may profit by 
the following directions: Do not wait for the others; start 
something with a few. Engage each fresh arrival at once 
in some activity. Alternate active and quiet play. Games 
are better than swings, slides and teeters. 


Community Recreation Management 215 


Points in supervising the swings: Rope off the swing 
area. Do not start the swings; let the children help each 
other. Keep the sexes separate. Girls should not stand 
while swinging. No high swinging allowed. Form those 
awaiting turns in line or give them numbers. Inspect 
the swings frequently. Where they are not well protected 
by fences take the swings down at night. 

Points in supervising sand bins: Keep the sand moist 
and change it often. Furnish oyster shells, pebbles, etc., 
for the children to dig with. Use the bin for the story 
hour. Forbid throwing sand in the air; eating lunches 
in the sand bin; or throwing litter into it. 

The slide: Forbid running up the slide or sliding down 
standing. Small children should be allowed to slide only 
with an escort. The leader should stand at the foot 
of the slide to assist coasters in alighting. Maple slides 
are better than steel, but require greater care. Watch 
for nails and slivers and put on an occasional coat of raw 
linseed oil. 

The see-saw: Do not allow bumping the ends, standing 
on the board, or dismounting when the end is up. 

Constant watch must be kept on the mounting and 
dismounting done from the giant stride and _ teeter 
ladders. 

On care of supplies: Keep small hand apparatus locked 
up. Send only trustworthy children for supplies. Do 
not replace stolen property at once, but get the co-opera- 
tion of the children in searching for it. Repair and keep 
everything neat and sanitary. 


Programs 


Planning out a daily program or schedule for the play- 
ground is one of the most important parts of the director’s 
work. 


216 Church and Community Recreation 


If there is only one small play space, children of differ- 
ent ages should be assigned different hours. A good 
division is: 9 to 10:30 a. m., boys below twelve years; 
10: 30 to noon, girls of all ages; noon, closed for lunch- 
eon; 2 p. m. to supper, boys from twelve to fifteen; closed 
for supper; 7 till dark, young men over sixteen. 

A good daily schedule will provide something interest- 
ing for every hour, and several affairs going on at the 
same time if numbers and space warrant. Emphasize 
team games because they are the most attractive, indeed, 
one authority regards team play as the greatest single ele- 
ment of a successful program. 

A schedule should not be rigidly adhered to if occasion 
makes “an extra” desirable. Start both morning and 
afternoon periods with something sure to be interesting. 
Below are several sample programs used on different 
playgrounds: 

Philadelphia: Forenoon for young children. 

8:30 a. m., the janitor opens the grounds for a period 
of free play. 

9 a. m., morning exercises consisting of songs, talks, 
and stories, such as, “Father, We Thank Thee,” ‘Good 
Morning to You,” songs of the weather or seasons, and 
stories of bunnie, sunshine, or finger play. 

9:30 a. m., distribute sand buckets, bean bags, ring 
toss quoits, and books; also free play under the eye of 
teachers. 

10 a. m., marching, simple and rhythmic exercises, 
games for the young and apparatus work for the older 
children. 

10:30 a. m., team games for the older ones (fist ball, 
corner ball, prisoners’ base, etc.), and young ones swing, 
play in sand, folk dance, or apparatus work. 


Commumity Recreation Management 217 


11:30 a. m., paper hand work for the young and raffia 
for the older. 

12 noon, free play. 

12:30, noon recess. 

1:30 p. m., patriotic songs and stories. 

2 p. m., free play. 

2:30 p. m., track and field athletics for older ones 
and games of skill (ring toss, potato race, etc.,) for the 
young. 

3 p. m., team games for girls, tether and quoits for 
boys, swings and teeters for children. 

3:30 p. m., team games for boys, ring toss and bean 
bags for girls. 

4 p. m., boys’ knife work (kites, ete.), girls’ card or 
scrap book work or folk dancing. 

5 p. m., dismissal. 

On rainy days reading, story telling and hand work. 

New York City: 

1 p. m., Assembly (march, sing, salute flag, talk by 
principal). 

1:30 p. m., organized games, kindergarten, gymnastics. 

2:30 p. m., free play. 

3p. m., drill, folk dances, apparatus, hand work (raffia, 
baskets, scrap books). 

4 p. m., organized games, gymnastics, kindergarten, 
and basketball. 

4:45 p. m., athletics and good citizen club. 

5:15 p. m., dismiss by march and song. 

Holman schedule: 

8:30 to 9 a. m., for all ages. The leader posts the 
day’s program and chats with children. Free apparatus 
in use and caring for pets. 

9 to 10 a. m., prepare for the special program decided 
upon for that week. 


218 Church and Community Recreation 


10 to 10: 30 a. m., club meetings (nature, good health, 
doll, ete., one each on separate days). 

10:30 to 12, team games for eight and nine-year-olds 
(dodge ball, relays, group high jump, ete.) ; other chil- 
dren play with a ball under supervision. 

12 m. to 1 p. m,, all ages; try-outs for athletic badge 
test. If ground is open during the noon hour, leave a 
leader in charge. Once a week have children bring pic- 
nic lunch. 

1 to 1:50 p. m., manual and constructive play (sand, 
blocks, drawing, toy making, etc., on different days). 

1:50 to 2:10 p. m., stories for six to nine-year-olds 
(general, nature, biography, history, ete. ). 

2:10 to 2:30 p. m., for six to eight-year-olds, singing, _ 
song games, circle games, sense games, and mental tests, 
closing with a story play. 

2:30 to 3 p. m., for four to six-year-olds. Arrange to 
have some six to nine-year-old to play informally with 
them with balls and apparatus. 

3 to 4 p. m., seven to nine-year-old groups, tag games 
and stunt tests. 

4 to 6 p. m., for all ages over six. Individual tests on 
apparatus, athletics, and posture. 

6:30 to 7 p. m., for four to eight-year-olds. Singing 
and circle games, and group games for small boys (potato 
race, snatch tag, etc.). Invite the parents. 

7 to 8 p. m., social group games for various ages. 

In small communities or when there are few children 
out it may not be necesary to adhere to such a daily pro- 
gram as is given above, but it is always advisable to have 
certain features daily at the same time. 

Weekly programs.—In public playgrounds it is highly 
desirable to have a weekly Saturday afternoon exhibition 


Community Recreation Management 219 


which the parents attend. Vary the events. One Satur- 
day have an athletic meet, another gymnastics, or an 
historical pageant, or an industrial exhibit, ete. 

Special Programs.—Beside the regular schedule, most 
playgrounds find that a series of special events add greatly 
to the interest. These are: hikes, group trips, excursions, 
camping, tournaments in tennis, quoits, hand ball, sponge 
ball, basketball, volley ball, baseball. The chief special 
event is the annual play picnic to which the public is 
invited. It is held at the end of the season by those play- 
grounds that run only for the summer and the daily work 
is largely governed by advance preparations for it. 

A Play Picme Program.—Parade; kindergarten songs 
and games (two features in ten minutes) ; drills and folk 
dances in simple costume; team games, may pole. If 
space permits, tournaments in volley ball, tennis, hand 
ball, and other tournament games on different parts of 
the field. Exhibits of arts and crafts, manual training, 
hand work. The health exhibit should be held in adjacent 
tents or buildings. 


PrayGrounD FactLities AND EQuIPMENT 


Small playgrounds should not be crowded up with 
apparatus. Little equipment with a skilled director is 
much better than much apparatus and merely a caretaker, 
because personality and organization count most. The 
main points in construction and equipment are given 
below : 

Of course, much can be done with proper ingenuity 
with any kind of equipment, but the nearer the following 
standard is approached the better. Size is estimated on 
the basis of 30 square feet for each child; two acres in 
the country or one city block is the minimum for all- 


220 Church and Communty Recreation 


around work. The location is determined by the distance 
from the homes; experience has shown that children 
below six will not go more than a quarter of a mile to 
a playground, between six and twelve a half mile, twelve 
to seventeen three-fourths of a mile. To play baseball, 
they will go one mile, even if they have to pay carfare. 

The division of the space.—In the case of two acres 
or more, allot half of the space to the boys and men, a 
quarter to the girls and women, and a quarter for children 
up to eight years. Each of the three sections must be 
fenced in without fail, except that between the play spaces 
of the children and girls a three-foot hedge will do. Use 
a 21-inch wire mesh fence, six feet high, and topped 
with three strands of barbed wire. Plant some hardy 
climbing vines to cover and beautify the fence (honey 
suckle, scarlet runner, morning glory, clematis). Shrubs 
and flowers may be planted wherever they will not inter- 
fere with play space. 

The Surface-—Turf makes the best surface for mod- 
erately used grounds. In crowded cities the best, but 
most expensive, method of surfacing is to excavate ten 
inches, fill in seven inches of coarse cinders, sprinkle and 
roll, then three inches of fine broken stone, then a top 
dressing of the very finest stone grits. Sprinkle this with 
a mixture of one gallon of gluten to three of water, and 
use a half gallon to the square yard. 

Inghting the grounds evenings doubles the attendance. 

Equipment for the Children’s Section—Swings are 
very attractive, but require close supervision. Curtis 
thinks them expensive, dangerous and selfish, and that 
they belong to the home rather than to the playground. 
If used at all, provide hammock swings for babies, chair 
swings for three-year-olds, and low board seat swings for 


Commumty Recreation Management 221 


others (ropes 8 feet). Rope off the swing area. Use 
no garden swings. 

A slide is the best apparatus that can be chosen. Get 
one 16 feet long and 16 inches wide made of maple. Iron 
slides rust and heat up. 

A sand bin is best built around the trunk of a low shade 
tree or under a trellis of vines. Curtis thinks them, too, 
better adapted to the home than the playground. 

A mound, 8 feet high, should be made for rolling and 
coasting. Install a long round mast or beam 12 feet or 
more in length, horizontally on supports with soft sur- 
facing ground for some distance underneath on both 
sides. A low frame-work with a horizontal ladder 6 
feet above ground is good. A concrete wading pool, from 
3 to 30 inches deep, makes an excellent piece of equip- 
ment. Do not use see-saws, merry-go-rounds, whirlagigs, 
or teeter ladders in the children’s section, Their use 
elsewhere is dubiously profitable. 

Equipment for the Girls’ and Women’s Section —A 
combination frame with swings 8 and 11 feet long, flying 
rings, trapeze, inclined steel ladder, inclined steel sliding 
pole, slide-for-life, giant stride, tether tennis, slide, roller 
coast and slide, dancing green, space for volley ball, ten- 
nis, soft ball, croquet, and basketball. 

Equipment for Boys’ and Men’s Section—A com- 
bination frame having 11-foot swings, flying rings, trapeze, 
inclined steel ladder, inclined steel wire cable, ladder, 
inclined steel poles, slide-for-life, traveling rings, hori- 
zontal bar. Add, also, a giant stride, and provide space 
for basketball, volley ball, tether ball, hand ball, baseball, 
football, and track athletics. 

Section for Both Sexes.—If there are plenty of funds, 
secure space for another section to be used by both sexes 
and all ages at stated times, in which there shall be a 


222 Church and Communty Recreation 


swimming pool (a most attractive but expensive feature), 
tennis courts, and an all-season coast. 

If space and funds are very limited and little super- 
vision is possible, the following simple and substantial 
equipment can be made at little expense: A jump pit 10 
by 30 feet and from 6 to 36 inches deep, sides boarded, 
the bottom covered with 6 inches of sand. A balance 
tree 50 feet long supported horizontally on two bases 3 
feet from the ground. A hill or mound 10 feet long and 
8 feet high at one end and 2 feet at the other. A climb- 
ing tree cut off and capped at 30 feet. A combination 
jump stairs and platform 6 feet high, shaped like an A 
with steps on each end, a sand pit on one side and boarded 
on the other side for hand ball. 

A list of firms that deal in playground equipment: 

Narragansett Machine Co., Providence, R. I. 

A. G. Spalding and Bros., Chicopee, Mass. 

Fred Medart Machine Co., St. Louis, Mo. 

W. R. Tothill, Chicago, Il. 

Howard, Playground Outfitter, Philadelphia, Pa. 

Playground Apparatus Manufacturing Co., Templeton, 
Mass. 

Hill-Standard Co., Anderson, Ind. 

Ashland Manufacturing Co., Ashland, Ohio. 

American Playground Device Co., Anderson, Ind. 

Literature and advice should be obtained from the Play- 
ground Association of America, 315 Fourth Ave., New 
York, by those who intend to purchase playground 
equipment. 

Committees in small towns which are trying to obtain 
funds for a playground will do well to seek the aid of the 
William E. Harmon Foundation, 140 Nassau St., New 
York, which was established for that purpose. 


Commumty Recreation Management 223 


Brier Hints on Conpuctina OTHER CoMMUNITY 
EvEntTs 


Very few men can remember all of the details con- 
nected with a campaign, and a wise promoter will make 
notes as he goes along, especially of the unforeseen snags 
and hitches. These will save much time in future affairs 
of the kind that he has to manage. The following brief 
reminders will serve as a nucleus for a much more com- 
prehensive list of his own making for each local general 
manager. 

Parades.—Keep a list of the key men in all the lodges, 
clubs, churches, and other public spirited organizations, 
and, also, of those which have paraphernalia suitable for 
parades. 

Determine the list of participant organizations, invite 
them by mail, and instruct those which accept what regalia 
to use, when, where, and in what order to form in line 
ready to march. 

Be sure to get your permit to hold the parade and ask 
for police protection. 

Appoint officials. A parade requires few: a general 
director, an assistant or two, and enough marshals to keep 
the way open. In long parades they need to be mounted. 

Start on time and keep the parade on the move. 

Do not have parades frequently. They should only be 
held on big occasions. 

Community Christmas Tree Celebration.—Plant a 
permanent tree in a suitable place. 

A few days before Christmas wire it with electric 
connections for colored lights, and decorate it with tinsel. 

A brief program Christmas afternoon (4 or 5 o’clock) 
should be arranged. Provide instrumental music for the 
singing. Supply plenty of copies of the best carols. Have 


224. Church and Community Recreation 


the address given by one who knows when to stop. If 
the weather proves to be inclement, do not hold the exer- 
cises. There is no justification for endangering people’s 
health even for such a sacred ceremony. 

After the ceremony, it is a good custom to call for vol- 
unteers and go in a group to the homes of shut-ins and 
sing carols. 

Band Concerts.—Erect a well located band stand. 
Supply benches with backs for the audience and park- 
ing facilities if possible for autos. 

Publish the program in the local press and request the 
audience to suggest their favorite numbers. 

Have police protection. Marshals should be distrib- 
uted so as to check any noise or disorderly conduct. Do 
not allow waiters to hawk their wares while the music is 
being played. 

Art Exhibits——Choose an exhibition room so situated 
that it receives especially good police protection. 

Select a committee to secure the loan of pictures and 
other art objects. Their safe return must be guaranteed. 
Thus, guards should be on hand while the exhibition room 
is open. A showcase for the small objects may be 
necessary. 

Three methods of locating the pictures are in use, none 
of which is entirely satisfactory: (1) According to merit, 
which requires an expert committee. (2) Alphabetically. 
(3) In the order the pictures arrive. 

Invite the artists or owners to be present at stated 
times and give interesting information concerning differ- 
ent items in the exhibition. 

Pet and Doll Show.—The co-operation of the parents 
and teachers of the children should be painstakingly 
secured. 

Plan far enough in advance so as to give the children 


Commumty Recreation Management 225 


time to get up good exhibits. As the fever spreads, many 
will redouble their efforts to be worthily represented. To 
encourage them, engage a good toymaker to give instruc- 
tion to all who apply at certain times. 

Enforce the rule that each one who is to enter an 
exhibit must notify the director by a given date so that 
space may be reserved. 

Old Peoples’ Day.—This is a “get together” for all 
the old people of the community (70 years and over). 
It is almost always a success with the whole community. 

Get the pastors of the churches and the chief officers of 
other local organizations to send in a list of all the old 
people in their membership. Send them each an invita- 
tion to these, as unique and striking as possible so that 
they may be treasured by the recipients as souvenirs. 

Call in autos for all who accept and parade through 
the streets with suitable banners or streamers. Visit 
places of interest as many of them will be shut-ins, and 
then drive to the church or hall where they are to be enter- 
tained and banqueted. 

Present them each one with a handsome badge, a 
bouquet of flowers, and give them several other simple 
mementoes of the occasion. 

The program may consist in addition to speeches or 
reminiscences of old time games and songs. 

Old Home Week.—Some medium-sized cities find this 
to be a popular affair well worth the trouble and the 
expense. 

All sources of information should be combed fine for 
the names of former residents, and invitations and badges 
should be mailed to them at the address so obtained. 
Provide entertainment free for all those who accept these 
invitations. 

Appoint committees on reception, entertainment, and 


226 Church and Commumty Recreation 


program. The reception committee should meet all trains 
and conduct all comers to their places of entertainment. 

The program for the various days should provide for 
reunions of former clubs, teams, classes, a parade or auto 
trip, and a big day for a general feed, speeches, and an 
entertainment. It is very desirable to have as many 
of the visiting guests as possible down for numbers on 
the entertainment program. A public reception is a good 
feature. It is a good time to put on a pageant in which 
the oldtimers take part, but a pageant is apt to require 
a great deal of advance preparation. It adds interest to 
have merchants give prizes for the man who wears the 
largest hat or shoes, the person who came from the great- 
est distance, ete. 

Communtty Fairs.—Every community that tries it, 
finds that a local fair turns out to be one of the best means 
of cultivating a “get-together” spirit. It has many fea- 
tures in common with carnivals or home-comings, but 
some others are distinctive. 

There should be committees on finance; buildings; pub- 
licity; decorations; music; speakers; contests; stock; 
farm produce; orchard products; women’s work; and 
school and children’s work. 

If such a fair can be held indoors in some one large 
building or in a group of buildings near together, the 
attendance will not be subject to the weather. 

The exhibits should be patterned after those usually 
seen at county fairs; animals, canning, cooking and sew- 
ing, flowers, fruit, grain, vegetables, school work (draw- 
ing, writing, and manual training). The judging should 
not be done by townspeople. The nearest agricultural col- 
lege is always willing to help in this matter. 

A parade is well adapted to such an occasion and may 
well be followed by some humorous athletic stunts. The 


Community Recreation Management 227 


afternoon should be given to addresses and special con- 
tests and the evening to community singing and educa- 
tional and humorous movies. 

Fourth of July Celebrations—Things have changed 
and the new custom of celebrating our Independence Day 
in a safe and sane manner, affords the public spirited citi- 
zens of any town an annual opportunity to make a real 
community event of that celebration. 

Different communities will have different programs, 
but in all of them the principal aim should be to get every- 
one possible to participate actively in the affairs of the 
day. Some towns put on a pageant, others an old home 
celebration, and many have a parade, speeches and games. 

One city of 30,000 had a parade that had military, in- 
dustrial and national divisions; various patriotic organiza- 
tions took part, the local industries were represented by 
floats, and the foreign born marched in groups in their 
old country costumes.. Next came the firemen and then a 
children’s doll parade. The remainder of the forenoon 
was given up to speeches and community singing. The 
afternoon was devoted to athletics and games; the evening 
to a band concert. 

Another much larger city held a series of neighborhood 
celebrations on near-by playgrounds, consisting of flag 
raising, games and sports, children’s parade, and inter- 
sectional baseball. Tennis and golf tournaments were also 
going on at the same time. At 11 o’clock a big swimming 
meet was run off in one of the pools. In the afternoon 
there were track and field athletics for both junior and 
senior classes while the tennis and golf tournaments con- 
tinued. The day ended with basket supper in a large 
grove, followed by a band concert, community sing, ad- 
dress, flag drill, and fireworks. 

In some places the athletic events are real contests like 


228 Church and Community Recreation 


the regular track and field meet mentioned above. In 
others the emphasis is placed on mass athletics and hum- 
orous events, such as, a crab race, spoon race, centipede 
race, girls’ relays, tug of war, reducer’s race, and sling 
shot and balloon blowing contests. 

Still another city emphasizes play features in its pro- 
gram for the day. After the flag raising and the parade, 
the forenoon is devoted to a planned series of games: (1) 
Mass games—social mixers, stunts and knacks, tag games, 
and relay races. (2) Athletic meet with some events to 
determine the individual champions and others team or 
group contests in running, jumping, and throwing. (3) 
Team games of the minor kind—soft baseball, volley ball, 
sponge ball, post baseball, kick baseball. (4) Tourna- 
ments in quoits, croquet, tennis, hand ball, one wall squash, 
and any local fad, like a hitching contest, or chopping 
wood, or sawing and nailing. In the afternoon, finish the 
events begun in the forenoon and end with swimming 
matches and a crack baseball game. The evening can 
then be used for musical features (band and singing) fol- 
lowed by fireworks. Playground apparatus forms an ad- 
ditional attraction to the young. 

Any committee appointed to take charge of a “Fourth” 
celebration will do well to get suggestions from The Play- 
ground Association (315 Fourth Ave., New York). Write 
also to the State Department of Education. Many states 
publish pamphlets on holiday celebrations. 


BRIEF LIST OF LITERATURE ON THE SUBJECT 


“American Holidays,” by Schauffer. Gives prose and poetry 
selections. 

“Patriotic Drills,” Edridge Entertainment House, Denver, Colo. 

“Flag Drills,” E. 8. Werner and Co., 11 East 14th St., New York. 

“George Washington at the Delaware,” a play. §S. French, 28 
West 28th St., New York. 

“The Man Without a Country,” a play. Same publisher. 


Community Recreation Management 229 


“Nathan Hale,’ by Clyde Fitch. Same publisher. 

“Pageant of Independence,” by Stevens. Stage Guild, Chicago, IIl. 

“Under the Stars and Stripes,” by Grimball. Community Serv- 
ice, 315 Fourth Ave., New York. 

“America Yesterday and To-day,” by Lamkin. Drama League, 
29 West 47th St., New York. 


CHAPTER X 
Rurat REcREATION 


CoNnsIDERABLE has been written on the need for rural 
recreation and in advocacy of its promotion by school, 
church, Christian Associations, and other welfare or- 
ganizations. Although all emphasize the need, there is a 
difference of opinion as to whether the plans and methods 
used successfully in cities will work as well in the coun- 
try. One party maintains the same plans and methods 
are applicable to both and that there are no distinctively 
rural conditions for which separate plans and methods of 
recreation need to be devised. The main problem in both 
city and country is to get people to take enough time for 
recreation. 

Close observers of village life will all agree that how- 
ever that may be, much agitation and demonstration will 
be necessary to convince those living in the country that 
it actually pays to take time to play and that it should be 
as much a part of everyone’s daily schedule as his work 
or his meals. 

Perhaps the most powerful argument to use on them 
is a demonstration that a satisfactory recreation program 
for young men and women will actually help to make 
them more content to remain on the farm. ‘The next most 
powerful form of persuasion is to supply proof that ree- 
reational activities are the most effective means of cul- 
tivating community feeling and codperation. 

First of all, popularize individual or small group play 

230 


Rural Recreation 931 


features on the grounds of the farm home. Among the 
best of these are tennis, volley ball, hand ball, Badmin- 
ton (feathercork), sponge ball, croquet, lawn golf, quoits, 
soft ball catching, tether tennis, circle ball, archery, group 
games, horizontal bar, Indian clubs, rope climbing and 
vaulting, wire walking, boxing, wrestling, bag punching, 
jumping, running races, kites, stilts, jacks, marbles, 
mumble the peg, individual knacks and stunts, manual and 
art and crafts (wood work, metal work, leather, reed), 
taxidermy, construction work (toy buildings, boats, 
bridges), care of pets, radio, magic, singing, instrumental 
music, reading, reciting, writing, inventing. Combine 
with these outing features such as swimming, boating, 
hiking, fishing, hunting, and camping. 

In the course of time, a few household heads can be 
induced to take an occasional half day off in the season 
for a good time with social games and stunts, roasts, bees, 
picnics. Surely there is enough here to give young peo- 
ple on the farm good times if only some one will take the 
responsibility of getting such a program gradually adopted. 
The most logical person in the community to do this is 
a wide awake parent for young children, a wide awake 
teacher for school children, and a wide awake preacher 
for their elders. Group, team, and mass play can be 
promoted best through the consolidated school, which the 
law says must be surrounded by adequate space allotted 
for playground use and in which the community affairs 
can be held. 

A separate community building is ideal but not always 
possible. Sometimes a near-by church building may be 
used if the church people are wise enough to allow it to 
be used for recreation. 

The organization should take in the whole township 
and be promoted by the school principal, a pastor, a 


232 Church and Community Recreation 


teacher, the agricultural secretary, and the “Y” man. 
There should be at least one paid organizer to every 
county. 

Recreation should be one department only of consoli- 
dated school center work under the management of the 
school board. They should engage the principal to be the 
promoter and pay him for doing it. His program should 
include the same activities as those of the city social cen- 
ters, already outlined. 

Here is a program arranged by Curtis: Wednesdays, 
a public lecture. Thursdays, classes in domestic science 
and agriculture followed by a lunch and a maze prom. 
First Friday of the month, a singing school; the second, a 
spelling school; the third, a debate; the fourth, school ex- 
hibition and fair. Saturday, movies. Other affairs that 
may be scattered through the year are farmers’ institutes, 
chautauquas, travel and exchange library, fairs, grange 
picnic, harvest home festival, old settlers day, play pic- 
nic, ete. 


Townsuie Scuoot Pray Contest 


One of these was promoted by a “Y” county secretary 
and a county school commissioner in connection with the 
eighth grade graduation exercises. 

The business men of the village planned to furnish sup- 
per to an invited list of country people. The town clerk 
and “Y” man visited all the schools to tell them of the 
half holiday and to enlist teachers to help direct the play 
program. The county commissioner then wrote to all 
teachers and school directors and urged them to be 
present. 

The afternoon program consisted of games and con- 
tests for little children, an athletic badge test for boys 
managed by business men who had been coached for it 


Rural Recreation 233 


by the “Y” man, and games and contests for men and 
women. ‘The commencement exercises which were held 
in the evening, included an address by the school commis- 
sioner on “The Value of Play in Country Life.” 


CHILDREN’S County Scuoou Farr 


This event was held in a hall. Exhibits of craft and 
hand work of all schools in the county were on display. 

Children came by schools with flags, banners, yells, and 
after looking over the exhibits, they marched to the court 
house lawn and listened to two short addresses. This was 
followed by an old fashioned spelling match. 

After luncheon there was a parade by school districts 
led by a band. Upon the return to the court house, the 
prizes and awards for hand work were announced, after 
which the march was resumed to the athletic field and the 
finals were run off in the 100-yard dash, 220-yard, run- 
ning high jump, baseball throw, and a relay race. Pre- 
liminary try-outs had been conducted previously in each 
school. 

It is suggested that after participation in such a county 
fair, each school conduct a local fair in its own school 
building. 


Harvest Home FEstTIvau 


One of these was held on a large estate with the codp- 
eration of the owner. It was an all day affair; the fore- 
noon devoted to athletic contests and games (mass games, 
volley ball, tether ball, soft baseball) and the afternoon to 
a pageant and two addresses, one of them by a man of 
national prominence. This was followed by the distribu- 
tion of the prizes for the corn raising contest just com- 
pleted. In the evening there was folk dancing on the 
lawn. 


234 Church and Commumty Recreation 


New Tyre or County Farrs 


The old type besides the exhibits was chiefly taken up 
with horse racing; the new eliminates horse racing and 
substitutes camping, play, lectures, and entertainment. 

The fair association supplies tents on the grounds that 
are rented to families at small cost which provides ac- 
comodations for these coming from a distance. 

In addition to the regular exhibits, a scheduled pro- 
gram is carried out daily of lectures, entertainment, play 
and contests conducted by an expert recreation director. 

One day, designated as ‘‘county school day,” to which 
all pupils and teachers are admitted free, is managed by 
the county school commissioner and the recreation direc- 
tor. Teachers long before the day are selected and trained 
for specific duties, and each one made responsible for a 
game or event at a given place. 

The program of contests and games is similar to those 
given above. 


Rurat Fretp Day anp Puay Picnic 


This is perhaps the best means of thawing out country 
people and overcoming their hesitation to play and act 
young again by concentrating upon that one idea for a 
day all the energy of an entire county and exerting the 
pressure of great crowds upon them in its favor, hundreds 
of men and women who have not unbent for years will 
frolic and thus be won over to the recreation cause. 

The method of procedure is as follows: 

Call a preliminary meeting of representatives of 
churches, clubs, and societies of the county to consider it. 
If agreeable, proceed at once to organize by choosing an 
executive committee. 

Send out explanatory circular letters to all teachers, 


Rural Recreation 935 


pastors, and other selected names, enclosing entry blanks 
giving lists of games and athletic events so that the chil- 
dren may know what to practice for. 

Distribute to the teachers who will have charge of 
games, rule books so that they may be fully competent to 
act as umpires. 

The sub-committee in each community holds a local 
athletic test, alike in each locality, to determine its best 
man in each event so that he may compete for his home 
town on the big day. Award badges to the winners. Do 
not charge an entry fee nor admission, but raise the ex- 
pense money by subscription. 

Preliminary plans for the big county meet will require 
committees on reception, seats, drinking water, nursery, 
toilets, apparatus and games, printing, and officials. 

Provide a checking place; grant concessions for booths 
to churches; provide tent or building for exhibits; tools, 
rope, twine, marker, lime; engage two or three men with 
horse and wagon, and a play expert; appoint a leader for 
each event to suggest and control. 

Include the following in the program: Flag raising, 
patriotic singing, and a great variety of games (archery, 
Badminton, baseball, soft ball, bean bags, croquet, dia- 
bolo, lawn hockey, lawn bowls, quoits, tether tennis, ten- 
nis, sponge ball, volley ball, etce.). Make provision 
for boating, wading, swimming and a water sports pro- 
gram. Borrow playground apparatus for the occasion 
(see saw, slide, giant stride, bars, poles and ropes). 

A well balanced program should have a mass drill, fol- 
lowed by mass or group games for all, old and young, 
then an athletic meet. For group games the simple cir- 
cle games are best (three deep tag, pair link tag, swat 
around, ete.). In the athletic meet, introduce many dif- 


236 Church and Community Recreation 


ferent kinds of relay races such as are given in the sec- 
tion on track and field athletics. 

Arrange the entry lists for all events by age zones 
(under 10, 10 to 13, 14 to 16, over 16) or by weight 
classes (see under athletics). 

The director should not be the chairman of the day, but 
be left free to encourage all to participate and keep things 
moving. 

LITERATURE ON RURAL RECREATION 


“Play for the Open Country,” by Curtis. Macmillan 
and Co. 

Pamphlets published by the Playground and Rercrea- 
tion Association, 315 Fourth Ave., New York. 


RuraL AND Town RECREATION COOPERATION 


At present, city and country each look after its own 
limited territory and find quite enough to do. Before ~ 
long, however, there must be a closer alignment of forces. 
When city people go into the country to have a good time, 
they either keep on the broad highway or trespass upon 
private land. On the other hand, the farmer feels that 
he is an outsider when he comes to town. In cases where 
the citizens maintain rest rooms or houses for country 
people, the latter often look upon this well meant service 
as a charity and feel that its acceptance would put them 
under obligation, even though they do spend their money 
in the town in question. 

The grange should be represented on the town com- 
munity recreation boards and the town on the rural rec- 
reation boards. Then there should be worked out a 
policy of reciprocity whereby each can make use of the 
other’s facilities when visiting without fear of a charge 
of trespassing or any other form of annoyance. Such a 


Rural Recreation 2937 


united play movement will do much for both the city and 
the country when the arrangement can be worked out. 

President Coolidge recently appointed a Recreation 
Commission to study and report on plans and methods of 
promoting outdoor recreation for the public at large. His 
action indicates the rise to prominence of this whole sub- 
ject of recreation. That emphasis cannot be ignored by 
church officials any more than by those who have imme- 
diately to do with directing church or community recrea- 
tion. 





APPENDIX 
SomME CuurcHES WitH RECREATIONAL FEATURES 


Central Residential Churches: 

Judson Memorial Baptist Church, Washington Square, New York 
City. (Gymnasium and club work.) 

Lake Avenue Baptist, Rochester, New York. (Gymnasium and 
club work.) 

Marcy Avenue Baptist, Brooklyn, New York. (Gymnasium; 
Camp Fire Girls; recreation room in the basement dedicated 
in honor of service men, called the Hut, where dancing and 
games are allowed.) 

Glenwood Church of Christ, Buffalo, New York. (Gymnasium 
and club work, such as Boy Scouts, Girl Scouts and Camp 
Fire Girls.) 

North Woodward Avenue Congregational, Detroit, Michigan. 
(Gymnasium, bowling alleys, and club work.) 

Pilgrim Congregational, West 14th Street, Cleveland, Ohio. 
(Community house, equipped with gymnasium, showers, and 
bowling alleys. House used weekly for physical development, 
meetings for mothers, missionary workers, visiting nurse, 
kindergarten group, as well as the regular church work, Boy 
Scouts, etc. Has two physical directors.) 

St. Matthew’s Lutheran Church, Bethlehem, Pennsylvania. Use 
basement and lawn for handball and games.) 

Broad Street Methodist Episcopal Church, Columbus, Ohio. 
(Gymnasium and club work under direction of paid worker. 
Public schools there do not have any of such features.) 

Broadway Methodist Episcopal, Cleveland, Ohio. (Gymnasium 
and club work under two paid workers—one for boys and one 
for girls.) 

Broadway Methodist Episcopal, Indianapolis, Indiana. (Gym- 
nasium and club work under recrational director.) 

Central Methodist Episcopal Church, Detroit, Michigan. (Large 
community house, with gymnasium, showers, bowling alleys, 
and various club rooms. Has a pastor of institutional work.) 

Epworth-Euclid Methodist Episcopal Church, Cleveland, Ohio. 
(Gymnasium and club work.) 


239 


240 Church and Commumty Recreation 


First Methodist Episcopal Church, Pasadena, California. (Has 
club work. Planning for recreational facilities in proposed new 
plant.) 

Hennepin Avenue Methodist Episcopal Church, Minneapolis, 
Minnesota. (Gymnasium and club work.) 

Lakewood Methodist Episcopal Church, Lakewood, Cleveland, 
Ohio. (Gymnasium and club work. Feels that former does 
not pay.) 

Linwood Boulevard Methodist Episcopal, Kansas City, Missouri. 
(Gymnasium and club work. Questions if gymnasium pays.) 

Buena Memorial Presbyterian, Sheridan Road and Broadway, 
Chicago, Illinois. (Gymnasium and club work.) 

First Presbyterian Church, Chicago, Illinois. (Gymnasium and 
club work. Two gymnasium instructors and one assistant.) 
First Presbyterian, Detroit, Michigan. (Gymnasium and club 

work.) 

First Presbyterian, Glens Falls, New York. Club work.) 

First Presbyterian, Huntington, West Virginia. (Gymnasium and 
club work.) 

First Presbyterian, Indianapolis, Indiana. (Boy Scouts and gym- 
nasium. One recreational night a week “conducted by an 
expert.” The gymnasium is apparently merely a large room 
used as a play room for boys.) 

First Presbyterian, Seattle, Washington. (Rents a gymnasium 
and swimming pool for the boys and girls. Has club work.) 
First Presbyterian, Tulsa, Oklahoma. (Club work and play 

room. Will not have gymnasium in church.) 

Fourth Presbyterian Church, Chicago, Illinois. (Gymnasium and 
club work.) 

Kingshighway Presbyterian Church, St. Louis, Missouri. (Has 
an institutional building with gymnasium, swimming pool, club 
and reception rooms under direction of the superintendent of 
the institutional building and three swimming instructors. 

Madison Avenue Presbyterian, New York City, New York. 
(Institutional building with gymnasium, bowling alleys, swim- 
ming pool and club rooms.) 

Pasadena Presbyterion, Pasadena, California. (Just getting a new 
building which will have a gymnasium, bowling alleys, and 
also a skating rink. Has club work.) 

South Presbyterian, Syracuse, New York. (Has club work and 
basketball in the dining room. No gymnasjum.) 

Third Presbyterian, Rochester, New York. (Has club work and 
bowling alleys. Feel that apparatus does not pay.) 

West End Presbyterian, New York City, New York. (Clubs, 
gymnasium, ball games.) 


Appendix 241 


Washington Park Community Church (M. E.)—Denver, Colorado. 
One wing of building devoted to social and recreational activi- 
ties—clubs and athletic activities. 


Industrial Residential Churches: 

Strong Place Baptist Church, Brooklyn, New York. (Playground, 
recreational rooms, hikes and outings, Boy Scouts, rifle range. 
Will have club rooms when institutional building is built.) 

North Congregational, East 72nd Street and St. Clair Avenue, 
Cleveland, Ohio. (Gymnasium and club work.) 

Franklin Circle Disciples Church, Cleveland, Ohio. (Gymnasium 
and club work.) 

Grace Evangelical Lutheran Church, Pittsburgh, Pennsylvania. 
(Calisthenic classes for girls and women. Athletic teams, games, 
small playground.) 

St. Paul’s English Lutheran Church, Cincinnati, Ohio. (Boy and 
Girl Scouts; organized baseball teams. Want a gymnasium.) 

Grant Avenue Methodist Episcopal, Denver, Colorado. (Just 
put addition on church with gymnasium, young peoples social 
rooms, with kitchenette, banquet hall with kitchen, social parlors, 
game rooms, reading rooms, and library.) 

Monroe Street Methodist Episcopal, South, Nashville, Tennessee. 
(Institute building with gymnasium and club work.) 

St. Mark’s Methodist Episcopal Church, Detroit, Michigan. 
(Institutional plant with gymnasium, bowling alleys, ten game 
rooms, a roof garden, showers, locker rooms.) 

Trinity Methodist Episcopal Church, Portsmouth, Ohio. (Scouts 
and clubs for boys and girls. Also outside playground with 
tennis courts, volley ball, basketball, croquet and horseshoe 
pitching. 

The Church-by-the-Side-of-the-Road, Greensboro, North Caro- 
lina. (Has four and one-half acres of playgrounds—baseball 
diamond, tennis courts, etc. Permits high school and other 
educational and athletic institutions to make use of them.) 

Woodland Avenue Presbyterian Church, Cleveland, Ohio. (Clubs 
and gymnasium work.) 


Downtown Churches: 

First Congregational, Toledo, Ohio. (Club work and gymnasium.) 

Grace Congregational, Holyoke, Massachusetts. (Club work and 
gymnasium. Swimming in city’s natatorium. Also teach swim- 
ming in connection with vacation school. Has “Pilgrim Field” 
in heart of mill section for open air activities.) 

First Christian, Kansas City, Missouri. (Gymnasium and club 
work.) 

Plymouth Congregational Church, Brooklyn, New York. (Insti- 


242 Church and Commumty Recreation 


tutional building and gymnasium. Institute building contains 
bowling alleys and club rooms.) 

Grace Episcopal Church, New York City, New York. Club work, 
gymnasium and swimming pool.) 

Saint Bartholomew’s, Park Avenue and Fifty-first St., New York 
City, New York. (Highly organized church. Club work and 
gymnasium.) 

Saint Luke’s Parish, Scranton, Pennsylvania. (Boys’ club with 
recreational work.) 

St. Paul’s Cathedral, Detroit, Michigan. (Club work and gym- 
nasium.) 

Fifth Street Methodist Episcopal Temple, Philadelphia, Pennsyl- 
vania. (Gymnasium and club work.) 

First Methodist Episcopal Church, Canton, Ohio. (Baseball 
league and club work.) 

Morgan Memorial Methodist Episcopal Church, Boston, Massa- 
chusetts. (Gymnasium and organized play; club work.) 
Union Methodist Episcopal Church, New York City, New York. 

(Gymnasium and club work.) 

Brean Memorial Presbyterian, Charleston, West Virginia. (Gym- 
nasium and club work.) 

The Brick Presbyterian Church, Rochester, New York. (Institute 
with gymnasium, swimming pool and bowling alleys. Has a 
director for girls’ work and one for boys’ work.) 

Campbell Park Presbyterian Church, Chicago, Illinois. (Use 
basement of church for social and athletic purposes. Mem- 
bership.) 

First Presbyterian, Philadelphia, Pennsylvania. (Clubs, gym- 
nasium, and bowling alleys. Paid staff includes a director of 
activities in community work and a gymnasium instructor.) 

Fort Street Presbyterian Church, Detroit, Michigan. (Club work 
and gymnasium with a gymnasium instructor for boys and 
one for girls.) 

Matthewson Street Methodist Church, Providence, Rhode Island. 
(Club work and gymnasium.) 

South Presbyterian, Syracuse, New York. (Club work. Use 
dining room for basketball.) 


Churches in Resort Communities: 

Christian Church, Winter Haven, Florida. (Club work. During 
summer, as there are one hundred lakes around there; have 
chaperoned swimming parties Friday nights for the Christian 
Endeavor boys and girls.) 

St. Saviour’s Episcopal Church, Bar Harbor, Maine. (Club work 
and gymnasium.) 


Appendix 2438 


Epiphany Episcopal Church, Niagara Falls, New York. (Club 
work, gymnasium, dancing.) 

St. Peter’s Church, Niagara Falls, New York. (Club work; danc- 
ing in the community house.) 

Grand Avenue Reformed Church, Asbury Park, New Jersey. 
(Club work being organized. Has large recreation and game 
rooms.) 


Rural Churches: 

Colbran Congregational Church, Colbran, Colorado. (Building 
a community house with gymnasium, bowling alleys, library 
needs of the surrounding country. Organizing the social and 
recreational life of the valley. Has Scouts and a “Plateau 
Valley Athletic Association.”) 

Union Congregational Church, Montrose, Colorado. (Has a new 
community building with gymnasium, showers, club rooms, 
banquet room and kitchen. Makes this a center for a large 
field. Has an extension secretary with a Ford coupe to minister 
to the surrounding country. During school months, he puts 
on a program every two weeks at five schoolhouse centers. 

Organizers play for the children. (Programs include music, 
movies, and games. Each Saturday afternoon, two hours of 
the gymnaisum schedule is set aside for the use of the rural 
centers on the circuit.) 

Methodist Episcopal Church, Lander, Pennsylvania. (New com- 
munity house with a community hall that can be used as a 
gymnasium, banquet hall, and for socials; showers; kitchen; 
social rooms and club rooms.) 

Methodist Episcopal Church, Cicleton, Maryland. (Similar to 
above.) 

Holcomb Presbyterian Church, Holcomb, Kansas. (Gymnasium 
and agricultural clubs.) 

Little Britain Presbyterian Church, Little Britain, New York. 
(Baseball and tennis clubs.) 

Union Congregational Church, Hall, New York. (Plans for new 
church building include banquet hall, kitchen, bowling alleys.) 

Presbyterian Church, Kingston, Arkansas. (Open country.) 

Vardy Presbyterian Church, Vardy Route, Sneedville, Tennessee. 
(Club work and playground.) 








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‘ . INDEX 


Adolescents play listed, 65 

Adults play listed, 67 

Age-cultural theory, 56 

Age groups in play, 58, 69 

Age to acquire skill, 58 

All-church night, recreation in, 
104 

Amateur 
tests, 145 

Amateur circus, 188 

Amateur plays, 181 

Amusements and the church, 
104 

Aristotle on play, 37 

Army efficiency tests, 146 

Art exhibits, 224 

Athletics and health, 32 

Athletic league, 124 

Athletic meets, promotion, 140, 
154 

Athletic tests, 140, 148 

Attendance at play, 79 


Athletic Federation 


Band concerts, 224 

Bible references to play, 16 

Boys and girls, differences in 
play, 55 


Camps and camping, 158, 160 

Card playing, 106 

Carnivals, 190 

Causes of opposition toward 
play, 19 

Challenge tournaments, 133 

Character and play, 37 

Championship athletic meets, 146 

Cheer and courage developed, 
39, 81 


245 


Childhood play listed, 60 

Christian Citizenship Training 
Program, 88 

Christmas tree, 223 

Church Athletic Leagues, 124 

Churches with equipment, list, 
239 

Church training nights recrea- 
tion, 104 

Church gymnasiums, 99 

Church recreation, 97 

Church play, list, 101 

Circus, amateur, 185 

Civilizing influence on play, 41 

Classification of age-groups, 59, 
150 

Classification of recreation, 48 

Clean-sport rules and methods, 
85, 92 

Clubs, boys and girls, 55 

Cokesbury College play rules, 9 

Commercialized recreation, 43 

Community Athletic Federation, 
201 

Community Center work, 200 

Community fairs, 226, 233 

Community music, 203 

Community recreation, 194 

Community-wide play, 205 

Companionship in play, 52 

Construction of gymnasiums, 137 

Co-operation in play promotion, 
236 

Credit system in organized play, 
87 

Crime overcome by play, 40 

Cultural recreation, 51 


246 


Dance in the Old Testament, 25 
Dance, its place and evils, 111 
Dangers attending recreation, 48 
Dawson, on play, 35 

Dealers in movie machines, 109 
Definition of play, 29, 31 
Democracy in play, 33 

Directed play, need, 70 
Dishonesty in play penalized, 83 
Discipline in play, 94 

Doll shows, 224 


Educational value of play, 34 
to 38 

Elimination tournaments, 
131 

Elwood on social pleasures, 116 

Entertainments, management .of, 
181 

Equipment or personality, 137 

Equipment for playgrounds, 220 

Esthetics in play, 36 

Excesses in recreation, 43 

Excursions, 191 


128, 


Far-Eastern Olympic meets, 4 

Fairfield’s sport laws, 86 

Facilities, lack of, 100 

Fairs, 226, 233 

Favorite play of children, 56 

Folk dancing, 115 

Fourth of July celebrations, 227 

Friendship developed by play, 
80 

Froebel’s play education, 14 

Games honor Grecian heroes, 24 

Girls’ athletics, 56 

Grecian ideals and excesses, 19 

Grecian athletics and religion 
combined, 23 

Groos’ theory of play, 29 

Gulick on play, 15, 36 

Gymnasium construction 
equipment, 137 

Gymnasium management, 139 


and 


Index 


Hall’s play theory, 30 
Hammet on athletics and health, 
32 
Handwork recreation, 192 
Harvest home festival, 233 
Heathen religious play, 25 
Hebrews’ view of play, 17 
Hexathlon events, 147 
Hiking, 158 
Hocking’s theory of play, 30 
Holman’s play schedule, 217 
Honesty in play, 82 


Imitation theory of play, 30 
Infants’ actions as play, 59 
Instinct and recreation, 53 


Jazz, evils, 113 
Jesus’ physical teachings, 17 


Kinds of play for youths, 53 


Lazarus’ theory of play, 30 

Leagues, how to manage, 134 

Leisure, right use of, 45 

Life-saving tests, 157 

List of churches with facilities, 
239 

Locke, Luther, 
on play, 14 

Loyalty developed, 39, 82 


and Lombroso 


Maccabees on play, 16 

Management, success in, 79, 95 

Management of a gymnasium, 
139 

Mass athletics, 151 

Manual recreation, 51 

Meets, how to conduct, 147 

Merit badge tests, 170 

Merit method of marking con- 
tests, 87 

Methodist general conference on 
recreation, 45 

Mental value of play, 34 


Index 


Meylan on athletic health, 32 

Middle life play list, 68 

Minstrel shows, 183 

Missionary value of play, 4 

Mock trials, 179 

Modern play revival, 9 

Moral value of play, 37 

Movies as recreation, 108 

Muleaster’s school physical 
training, 13 


National Amateur Athletic Fed- 
eration, 145 

Nature of recreation, 28 

New York play program, 217 

New York school athletic tests, 
141 


Old age play listed, 68 

Old people’s day, 225 

Old home week celebration, 225 

Olympic games formerly sacred, 
24 

Olympic games, Far-Hastern, 41 

Organization in recreation, 95 

Origin of Grecian games, 26 

Orientals’ play, 41 

Origin of play instinct, 54 


Parades, 223 

Passive recreation, 52 
Pageantry, 185 

Paul’s physical philosophy, 18 
Penalties for bad players, 83 
Pentathlon, 147 

Personality in leaders, 71 

Pet shows, 224 

Picnics, 191 

Philadelphia play program, 216 
Physical basis of education, 35 
Physical training schools, list, 74 
Physical values of play, 32 
Plans in management, 128 
Play and religion, 23 
Playground facilities, 219 


24:7 


Play lists for age groups, 48 to 
52, 101 

Play management, 95, 212 

Play picnics, 219, 234 

Plays, how to manage, 181 

Popularity of sports, 54 

Principles in play promotion, 47 

Professional athletics, trend, 44 

Profession of recreation, 72 

Programs of play, 215 

Propaganda method in play, 84 

Public speaking, 177 

Pupil play needs, 52 


Qualification for play leaders, 
SP ards 

Recapitulation theory of play, 
30 

Recreation tabulated, 48 

Recreation management, 77 

Recreational survey, 77 

Recuperation theory of play, 30 

Reilley’s classification of players, 
150 

Relay races, 152 

Religious practices and play, 23 

Romans, play of, 13, 20 

Round-robin tournaments, 129 

Rural recreation, 230, 234 

Scouting, 164 

School fairs, 233 

Sex difference in play, 56 

Social value of play, 33 

Social recreation list, 50 

Social Center work, 196 

Speaking in public, 177 

Spirit show in play, 80 

Sports, list, 48 

Sportsmanship, 84 

Success in management, 79 

Summer School recreation pro- 
gram, 122 

Sunday recreation, 118 

Survey, need of, 77 

Surplus energy theory of play, 29 

Swimming tests and meets, 158 


248 Index 


Team games league, 134 Week-end recreation institutes, 
Tests in athletics, 140 121 

Theatricals, amateur, 181 Women’s athletics, 155 

Theories of play, 29 Working principles in promotion, 
Tournaments, management, 128 47 

Township play contests, 232 

Track and field athletics, 140 Y. M. C. A. clean sport rules, 86 


Y. M. C. A. Christian Citizen- 
Value of recreation, 28 ship Training Program, 88 





Princeton The ries 


iii 


1012 


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